TY - JOUR
T1 - Test Accommodations and Equating Invariance on a Fifth-Grade Science Exam
AU - Huggins, Anne Corinne
AU - Elbaum, Batya
N1 - Funding Information:
This research was supported in part by the University of Florida and the University of Miami.
Copyright:
Copyright 2013 Elsevier B.V., All rights reserved.
PY - 2013/1
Y1 - 2013/1
N2 - The purpose of this study is to utilize Score Equity Assessment (SEA) to examine measurement comparability and equity in reported scores on a statewide fifth-grade science assessment with respect to groups of students defined by disability status, English Language Learner status and use of test accommodations. Benefits of SEA include a focus on equity in reported scores, the connection of SEA to equal construct assessment, and no a priori assumptions about how accommodations should affect the mean test scores of subpopulations. The findings of this study indicate that students with disabilities and English language learners who utilized accommodations on this assessment displayed a slightly higher degree of measurement comparability to the overall population of test takers than did students with disabilities and students who are English Language Learners who did not utilize accommodations. This study supports the use of SEA to assess equity in reported scores and the validity of inferences based on accommodated test scores.
AB - The purpose of this study is to utilize Score Equity Assessment (SEA) to examine measurement comparability and equity in reported scores on a statewide fifth-grade science assessment with respect to groups of students defined by disability status, English Language Learner status and use of test accommodations. Benefits of SEA include a focus on equity in reported scores, the connection of SEA to equal construct assessment, and no a priori assumptions about how accommodations should affect the mean test scores of subpopulations. The findings of this study indicate that students with disabilities and English language learners who utilized accommodations on this assessment displayed a slightly higher degree of measurement comparability to the overall population of test takers than did students with disabilities and students who are English Language Learners who did not utilize accommodations. This study supports the use of SEA to assess equity in reported scores and the validity of inferences based on accommodated test scores.
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U2 - 10.1080/10627197.2013.761536
DO - 10.1080/10627197.2013.761536
M3 - Article
AN - SCOPUS:84874473116
VL - 18
SP - 49
EP - 72
JO - Educational Assessment
JF - Educational Assessment
SN - 1062-7197
IS - 1
ER -