Including students with special educational needs into large-scale assessments of competencies: Challenges and approaches within the German National Educational Panel Study (NEPS)
Including students with special educational needs into large-scale assessments of competencies: Challenges and approaches within the German National Educational Panel Study (NEPS)
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将有特殊教育需求的学生纳入大规模能力评估：德国国家教育小组研究 (NEPS) 中的挑战和方法
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发表时间：
2013
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通讯作者：
Claus H. Carstensen
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作者：
Jana Heydrich;S. Weinert;Lena Nusser;C. Artelt;Claus H. Carstensen
德国新设立的国家教育小组研究（NEPS）接受了将特殊教育需要学生纳入其概念设计的挑战。特别是，在学习领域有特殊教育需要的学生（SEN-L）在NEPS中被过度抽样。本研究将透过访谈及问卷调查的方式，对学生的教育履历及相关背景因素进行纵向评估。然而，从目标对象本身获得数据（测试数据，问卷）绝不是一个简单的，直接的奋进，但需要仔细的研究策略。在这篇文章中，我们将简要讨论的问题，指定的目标人群的学生与SEN-L，并提出了一个集中的审查相关的研究文献与SEN-L的学生纳入大规模的评估。具体来说，我们将专注于与标准化，可靠和有效的测试与SEN-L学生的能力在大规模评估的挑战。此外，本文概述了在国家教育政策的可行性研究的基本设计，以测试在特殊学校与普通学校的能力评估的结构可比性。这些研究将进一步探讨为有特殊教育需要的学生提供考试便利的必要性，以及这些便利对有特殊教育需要的学生和没有特殊教育需要的学生的考试成绩的效度和可比性的影响。
The National Educational Panel Study (NEPS) as a newly set up large-scale assessment study in Germany has accepted the challenge of including students with special educational needs (SEN) into its conceptual design. Particularly, students with SEN in the area of learning (SEN-L) are oversampled within the NEPS. Their educational biographies and relevant context factors will be assessed longitudinally based on interviews and questionnaires given to their parents, teachers, and school principals. However, obtaining data (test data, questionnaires) from the target subjects themselves is by no means a simple, straightforward endeavor but requires careful research strategies. In this article we will briefly discuss problems of specifying the target population of students with SEN-L and present a focused review of research literature relevant to the inclusion of students with SEN-L into large-scale assessments. Specifically, we will focus on challenges relating to the standardized, reliable, and valid testing of competencies of students with SEN-L within large-scale assessments. Additionally, the article outlines the basic design of feasibility studies within the NEPS to test for the structural comparability of competence assessments in special schools with those in regular schools. These studies will further explore the necessity of test accommodations for students with SEN-L and the impact of those accommodations on the validity and comparability of test scores of students with and without SEN-L.