Test Options for Students with Special Educational Needs in Large Scale Assessments

在密歇根大学的研究目的是检查哪种测试程序最适合在大规模评估中测试有(特殊)教育需求的学生的能力。关注的焦点是在美利坚合众国进行了广泛设计和调查的测试住宿。这些评估选项被用于美美大规模评估，以衡量残疾学生、有教育需要的学生、有特殊需要的学生和有风险的学生的能力。通融是指在陈述、回应、时间/日程安排或环境方面的定期评估的变化。其目的是使有特殊教育需要的学生能够避免他们的残疾造成的障碍。不修改难度等结构相关特征以防止对效度的影响。在德国的国家和国际大规模评估中，优先考虑在时间和日程安排方面的住宿安排。如果他们被诊断为残疾学生，则专门为有特殊教育需要的学生使用。更详细的考试安排(例如，朗读试题或说明)尚未实施。此外，表现不佳的学生，也就是所谓的风险学生，没有考虑到他们的特殊教育需求。奖学金用于审查美美关于为有教育需求的学生、有特殊需要的学生和风险学生提供考试住宿的大量调查结果。关于德国的问责制，首要问题是必须考虑哪些标准来为有不同教育需求的学生设计有效的测试工具。密歇根大学为期三个月的工作计划分为以下三个步骤：1.回顾有关测试住宿的大量研究结果。将美国和美国的研究结果嵌入到2012年国际学生评估标准的德国补充研究中，该研究检验了不同通融的有效性。密歇根大学和明兴理工大学就美国和德国大规模评估中的考试住宿比较问题开展了一个合作研究项目。研究结果总结在一篇综述中，并发表在一份国际期刊上。此外，它们被用来在国际上嵌入现有的发现，并代表着一项计划中的研究的基础，该研究探索所谓的朗读调节的不同影响。

Purpose of the research stay at the University of Michigan is to examine, which kind of testing procedure is ideally suited to examine competencies from students with (special) educational needs in large scale assessments. Focus of interest are test accommodations which are designed and investigated extensively in the United States of America. These assessment options are utilized in us-American large scale assessment for the competence measurement of students with disabilities, students with educational needs, students with special needs and students at risk. Accommodations are changes in regular assessments in the kind of presentation, response, timing/scheduling or setting. The aim is to enable students with special educational needs to avoid the barriers that their disabilities create. Construct relevant characteristics such as difficulty are not modified to prevent influences on the validity. Within national and international large scale assessments in Germany test accommodations in timing and scheduling are applied by preference. They are used exclusively for students with special educational needs if they are diagnosed as students with disabilities. More elaborated test accommodations (e.g. reading aloud test items or instructions) are not implemented yet. Furthermore, low performing students, the so called students at risk, do not get test accommodations taking their special educational needs into account.The scholarship is applied to review the considerable amount of us-American findings concerning test accommodations for students with educational needs, students with special needs and students at risk. Regarding the German accountability system, the leading question is which criteria must be taken into account to design valid test instruments for students with different kinds of educational needs. The three-monthly work program at the University of Michigan is separated into the following three steps:1. Reviewing the considerable findings concerning test accommodations.2. Embedding the us-American findings in a German supplementary study to PISA 2012 that examines the validity of different accommodations.3. Developing a collaborative research project between the University of Michigan and the Technische Universität München on comparative issues regarding test accommodations in large scale assessments in the USA and in Germany.The findings are summarized in a review and published in an international journal. Furthermore, they are used for the international embedding of existing findings and represent a basis for a planned study that explores differential effects of so called read aloud accommodations.