PARA Accessible Reading Assessment Reports: Studying Less-Accurately Measured Students

Description

A report describing a small-scale study that closely examined a limited number of students to shed light on several questions. The study provided a preliminary look at the possibility of using teacher judgment in identifying students at most risk of being inaccurately measured by typical annual large-scale reading tests and examined some of the characteristics of such students. Findings from the study indicate that teacher judgment could be useful as one part of the procedure for identifying less-accurately measured students. The report includes anecdotal descriptions of students that suggest how various cognitive and affective factors such as slow processing and levels of engagement and anxiety, alone or in interaction, can distort the test performance of some students.

Details

Date
October 2010 
Type
Report 
Publisher
Partnership for Accessible Reading Assessment (PARA)
Co-publisher
National Center on Educational Outcomes (NCEO)

Topics

  • Educational accountability and assessment
    • Accessibility & Accommodations
      • Content Areas
        • Students with Disabilities
        • Specific life stage
          • Adolescents and young adults
            • Children