ABSTRACT

Construct-irrelevant cognitive complexity of some items in the statewide grade-level assessments may impose performance barriers for students with disabilities who are ineligible for alternate assessments based on alternate achievement standards. This has spurred research into whether items can be modified to reduce complexity without affecting item construct. This study uses a generalized linear mixed modeling analysis to investigate the effects of item modifications on improving test accessibility by reducing construct-irrelevant cognitive barriers for persistently low-performing fifth-grade students with cognitive disabilities. The results showed item scaffolding was an effective modification for both mathematics and reading. Other modifications, such as bolding/underlining of key words, hindered test performance for low-performing students. We discuss the findings’ potential impact on test development with universal design.

摘要

全州年级评估中某些项目的与构造无关的认知复杂性可能会给没有资格根据替代成就标准进行替代评估的残疾学生施加性能障碍。这刺激了人们对是否可以修改项目以降低复杂性而不影响项目构造的研究。这项研究使用广义线性混合模型分析来研究项目修改通过减少持续表现不佳的五年级认知障碍学生的与结构无关的认知障碍，从而改善考试可及性的影响。结果表明，项目支架对于数学和阅读都是有效的改进。其他修改（例如关键字的粗体/下划线）阻碍了表现不佳的学生的考试成绩。