Teachers' Knowledge of Accommodations As a Validity Issue in High-Stakes Testing
Teachers' Knowledge of Accommodations As a Validity Issue in High-Stakes Testing
复制标题
教师对住宿的了解是高风险测试中的有效性问题
DOI：
10.1177/002246699803200304
复制
发表时间：
1998
期刊：
影响因子：
--
通讯作者：
P. Almond
中科院分区：
文献类型：
--
作者：
Keith Hollenbeck;G. Tindal;P. Almond
这项调查试点研究的目的是确定知识渊博的普通教育和特殊教育教师对全州评估测试中允许的调整的看法，以及调整选择如何影响评估决策的有效性。总体而言，只有 21% 的受访者表示使用了全州测试手册中指定的便利措施。总体而言，教师对允许的调整的了解较低（54.8％），并且他们的知识并不总是转化为一致的行动：教师最常列出的 4 种调整，作为他们用于参加修改后的全州评估的学生的调整，也是教师认为可能允许豁免学生参加全州评估的 4 种最常列出的修改。这些初步调查结果支持了重新进行职前/在职测量培训的呼吁，以消除学校目前存在的差异性排斥和住宿应用。
The purpose of this survey pilot study was to determine how knowledgeable general education and special education teachers are about allowable accommodations on statewide assessment tests and how accommodation choices influence the validity of decisions resulting from this assessment. Overall, only 21% of the respondents reported using the accommodations specified in the statewide testing manual. On the whole, teachers' knowledge of allowable accommodations was low (54.8%) and their knowledge didn't always translate into consistent action: The 4 accommodations teachers listed most often as ones they used for students taking the modified statewide assessment were also the 4 most listed modifications that teachers thought might have allowed an exempted student to participate in the statewide assessment. These initial survey findings support the call for renewed preservice/inservice measurement training to eliminate the differential exclusion and application of accommodations now found in the schools.