Inclusive Academic Assessment

Member Research Program


Inclusive Academic Assessment

Development and validation of inclusive academic assessment s in reading and math for students with disabilities in grades 3-12. Federal policy driven, data-based research focusing on opportunity to learn, testing accommodations, and item modifications. Research questions concern test score validity, test score boost, and consequences for students and teachers.
Validity Framework from AERA, APA, & NCME (1999) Standards for Educational and Psychological Testing
Cognitive Load Theory (Sweller, 1998)
Test Score Interaction and Boost Paradigms
Experimental and naturalistic investigations primarily using quantitative methods, supplemented with interviews, to examine questions of (a) group differences [students with and without disabilities], (b) effects of accommodations and modifications on test scores, and (c) consequences on instructional and psychological aspects of learning.
Beddow, P.A., Elliott, S.N., & Kettler, R.J. (2009). Test Accessibility Rating Matrix. Nashville: Vanderbilt University. http://peabody.vanderbilt.edu/tami.xml
Kurz, A., Elliott, S.N., & Shrago, J. (2010). Measuring opportunity to learn with MyiLOGS. Nashville: Vanderbilt University. http: //peabody.vanderbilt.edu/myilogs.xml
Elliott, S.N., Kettler, R.J., Beddow, P.A., Kurz, A., Compton, E., McGrath, D., Bruen, C., Hinton, K., Palmer, P., Rodriguez, M., Bolt, D., & Roach, A.T. (2010). Effects of using modified items to test students with persistent academic difficulties. Exceptional Children, 76 (4), 475-495.
Elliott, S.N., Compton, E., & Roach, A.T. (2007). Building validity evidence for scores on a state-wide alternate assessment: A contrasting groups, multi-method approach. Educational Measurement: Issues & Practice, 26(2), 30-43.
Elliott, S.N., & Roach, R.T. (2007). Alternate assessments of students with significant disabilities: Alternative approaches, common technical challenges. Applied Measurement in Education, 20 (3), 301-333.
Elliott, S.N., & Marquart, A.M. (2004). Extended time as a testing accommodation: Its effects and perceived consequences. Exceptional Children. 70 (3), 349-367.
Beddow, P.A., Elliott, S.N., & Kettler, R.J. (2009). Test Accessibility Rating Matrix. Nashville: Vanderbilt University. http://peabody.vanderbilt.edu/tami.xml
Consolidated Standards for Reporting Trials (CONSORT ). http://www.consort-statement.org/
Kurz, A., Elliott, S.N., & Shrago, J. (2010). Measuring opportunity to learn with MyiLOGS. Nashville: Vanderbilt University. http: //peabody.vanderbilt.edu/myilogs.xml
Elliott, S. N., & Von Brock, M. B. (1991). The Behavior Intervention Rating Scale: The development and validation of a social validity measure. Journal of School Psychology, 29, 43-52.
Assessment
Inclusive assessment


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