Using factor analysis to investigate accommodations used by students with disabilities on an English-Language arts assessment

Linda Cook*, Daniel Eignor, Yasuyo Sawaki, Jonathan Steinberg, Frederick Cline

*この研究の対応する著者

研究成果: Article査読

14 被引用数 (Scopus)

抄録

This study compared the underlying factors measured by a state standards-based grade 4 English-Language Arts (ELA) assessment given to several groups of students. The focus of the research was to gather evidence regarding whether or not the tests measured the same construct or constructs for students without disabilities who took the test under standard conditions, students with learning disabilities who took the test under standard conditions, students with learning disabilities who took the test with accommodations as specified in their Individualized Educational Program (IEP) or 504 plan, and students with learning disabilities who took the test with a read-aloud accommodation/modification. The ELA assessment contained both reading and writing portions. A total of 75 multiple-choice items were analyzed. A series of nested hypotheses were tested to determine if the ELA measured the same factors for students with disabilities who took the assessment with and without accommodations and students without disabilities who took the test without accommodations. The results of these analyses, although not conclusive, indicated that the assessment had a similar factor structure for all groups included in the study.

本文言語English
ページ(範囲)187-208
ページ数22
ジャーナルApplied Measurement in Education
23
2
DOI
出版ステータスPublished - 2010 4 1
外部発表はい

ASJC Scopus subject areas

  • 教育
  • 発達心理学および教育心理学

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