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

在密歇根大学进行研究的目的是检查，哪种测试程序最适合在大规模评估中检查有（特殊）教育需求的学生的能力。感兴趣的焦点是在美利坚合众国广泛设计和研究的测试住宿。这些评估选项被用于美国的大规模评估，用于残疾学生，有教育需求的学生，有特殊需求的学生和有风险的学生的能力测量。解释是指常规评估在陈述、响应、时间/安排或设置方面的变化。其目的是使有特殊教育需要的学生能够避免其残疾造成的障碍。构念的相关特征，如难度，不作修改，以防止影响效度。在德国的国家和国际大规模评估中，优先采用时间和时间安排方面的测试调整。如果被诊断为残疾学生，则专门为有特殊教育需要的学生使用。更详细的测试适应性（例如，阅读测试项目或说明）尚未实施。此外，低成绩学生，即所谓的风险学生，没有得到考虑到他们的特殊教育需要的考试便利。该奖学金用于审查大量关于有教育需要的学生，有特殊需要的学生和风险学生的考试便利的美国调查结果。关于德国的问责制，首要问题是必须考虑哪些标准，为具有不同教育需求的学生设计有效的测试工具。密歇根大学的三个月工作计划分为以下三个步骤：1。审查有关试验说明的大量调查结果。将美国和美国的研究结果嵌入到德国对比萨2012的补充研究中，该研究考察了不同解释的有效性。在密歇根大学和慕尼黑工业大学之间开展了一项关于美国和德国大规模评估中测试适应性比较问题的合作研究项目。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，它们被用于现有研究结果的国际嵌入，并代表了一个有计划的研究，探讨所谓的朗读住宿的差异影响的基础。

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.