Abstract

Accommodations are commonly provided to address language-related barriers students may experience during testing. Research on the validity of scores from accommodated test administrations remains somewhat inconclusive. The current study investigated item response patterns to understand whether accommodations, as used in practice among English learners (ELs) in the United States, allow for comparable measurement between ELs and non-ELs. Results indicated that although significant differences are evident in overall test scores for ELs and non-ELs, only minimal measurement concerns were evident. Very few items displayed moderate or large differential item functioning (DIF); no tests showed small, medium, or large differential test functioning. The current study adds to existing literature on measurement comparability and accommodation research on ELs; implications for practice are provided.

摘要

通常提供住宿以解决学生在测试过程中可能遇到的与语言相关的障碍。适应性考试管理机构对分数有效性的研究尚无定论。当前的研究调查了项目的响应模式，以了解美国英语学习者（EL）在实践中所使用的适应性是否允许在EL和非EL之间进行可比的测量。结果表明，尽管EL和非EL的总体测试成绩存在显着差异，但只有最小的测量问题是明显的。很少有项目显示中等或较大的差异项目功能（DIF）；没有测试显示出小，中或大的差异测试功能。当前的研究增加了有关EL的测量可比性和适应性研究的现有文献。