A Computer-Adaptive Mathematics Test Accomodates Third Grade Students with Special Needs in the Pacific Northwest

A Computer-Adaptive Mathematics Test Accomodates Third Grade Students with Special Needs in the Pacific Northwest

Luke Duesbery (University of Oregon, USA), Leanne R. Ketterlin-Geller (University of Oregon, USA), Jan D. McCoy (Learning Point Associates, USA) and Gerald Tindal (University of Oregon, USA)
DOI: 10.4018/978-1-59140-497-2.ch011
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Abstract

Assessment of student ability is often clouded by the interaction between content knowledge and prerequisite access skills. These ancillary skills can influence the students’ level of engagement with the test material by limiting their ability to access the test information or respond to the questions. In the case of mathematics, for example, reading and writing are viewed as access skills in that a student is required to be proficient in these skills in order to succeed on the multiple choice mathematics items (Helwig, Rozek-Tedesco, Tindal, Heath, & Almond, 1999). Students with deficiencies in these access skills are unable to demonstrate their knowledge and skills in the construct under investigation by the test (Elliott, Kratochwill, & McKevitt, 2001). To compensate for these access barriers, test accommodations are provided that change the manner in which the test items are delivered, the setting in which the test is taken, the timing of the test, and/or the administration procedures employed during testing. In a traditional paper and pencil test, these changes to the test are only possible by retrofitting existing materials. In an online computerized testing platform, however, accommodations can be embedded within the design and delivery of the items, thereby creating a seamless testing environment that integrates the necessary support structures to provide all students with an equal opportunity to succeed. The purpose of this chapter is to highlight the process we used to create an accommodated mathematics test for third grade students in an online environment.

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Table of Contents
Preface
Scott L. Howell, Mary Hricko
Acknowledgments
Scott L. Howell
Chapter 1
Daniel Volchok, Maisie Caines, David Graf
WebCT views assessment as an activity that is integral to the full scope of the learning process. A variety of methods and strategies are available... Sample PDF
Continuous Assessment for Improved Student Outcomes: Examples from WebCT's Exemplary Course Project
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Chapter 2
Luke Fernandez
As online education programs expand across the country, many universities are adopting course management software (CMS) such as Blackboard or WebCT.... Sample PDF
Coordinating Distance Learning Software Rollout with the Needs and Visions of a Mature Test Organization: Political and Technical Lessons Learned
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Chapter 3
Dana Offerman, Kimberly Pearce, Tassava Christopher
Faculty-student interaction in online courses heightens student satisfaction and success. Capella University studied the relationship between... Sample PDF
Assessing the Relationship between Learner Satisfaction and Faculty Participation in Online Course Discussions
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Chapter 4
Mike Keppell, Eliza Au Kit Oi, Ada Ma Wai Wing
An action research project conducted over a 12-month period focused on authentic technology-enhanced assessment. This chapter examines three case... Sample PDF
Authentic Online Assessment: Three Case Studies in Teacher Education
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Chapter 5
Jon Margerum-Leys, Kristin M. Bass
The tools used in assessment allow instructors to communicate performance information to students. Each tool has particular things that it does well... Sample PDF
Electronic Tools for Online Assessments: An Illustrative Case Study from Teacher Education
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Chapter 6
Paula M. Winke
In this chapter, the challenges involved in creating online Arabic and Russian proficiency tests by using a commercial test product are discussed.... Sample PDF
Online Assessment of Foreign Language Proficiency: Meeting Development, Design and Delivery Challenges
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Chapter 7
John C. Wise, Dhaneshwar Lall, Peter Shull, Dhushy Sathianathan, Sang Ha Lee
This chapter describes two online systems that support the transition from instructor-based to student-outcome-based education in an engineering... Sample PDF
Using Web-Enabled Technology in a Performance-Based Accreditation Environment
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Chapter 8
Helen S. Ashton, Cliff E. Beevers, Colin D. Milligan, David K. Schofield, Ruth C. Thomas, Martin A. Youngson
Computer-aided assessment (CAA) is traditionally seen as an efficient approach to testing large numbers of students by utilizing objective questions... Sample PDF
Moving Beyond Objective Testing in Online Assessment
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Chapter 9
Lori McLeod, Albert Bethke, Cheryl Hill, Pamela Van Dyk, Kelly Burling
In 1997, the Individuals with Disabilities Education Act (IDEA) amendments stated that “children with disabilities must be included in general... Sample PDF
Development of a Computerized Adaptive Test for a Large-Scale Testing Program: A Case Study of the Development of the North Carolina Computerized Adaptive Testing System
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Chapter 10
Tim Pelton, Leslee Francis Pelton
A computer-adaptive test (CAT) is a relatively new type of technology in which a computer program “intelligently” selects and presents questions to... Sample PDF
Introducing a Computer-Adaptive Testing System to a Small School District
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Chapter 11
Luke Duesbery, Leanne R. Ketterlin-Geller, Jan D. McCoy, Gerald Tindal
Assessment of student ability is often clouded by the interaction between content knowledge and prerequisite access skills. These ancillary skills... Sample PDF
A Computer-Adaptive Mathematics Test Accomodates Third Grade Students with Special Needs in the Pacific Northwest
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Chapter 12
Stephanie JL Gertz, Sally Askman
Across the nation, even prior to the passage of the No Child Left Behind Act in 2001, many states had instituted statewide assessment programs. In... Sample PDF
Designing an Online Formative Assessment that Helps Prepare Students and Teachers for a Summative Assessment
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Chapter 13
Jacqueline B. Shrago, Michael K. Smith
ThinkLink Learning has developed an online formative assessment model that helps teachers and students prepare throughout the year for end-of-year... Sample PDF
Online Assessment in the K-12 Classroom: A Formative Assessment Model for Improving Student Performance on Standardized Tests
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Chapter 14
Anthony R. Zara
This chapter discusses three distribution models for online assessments and their characteristics. Since 1999, Pearson VUE has been assisting... Sample PDF
Online Assessment Distribution Models for Testing Programs: Lessons Learned from Operational Experience
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Chapter 15
G. Eric Jenson
Computerized testing offers many advantages over paper and pencil exams. Advantages can include increased security, greater availability of the... Sample PDF
From Paper and Pencil to Computerized: A Dental Board's Perspective
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Chapter 16
Kimberly Payne
Web-based training is a field that advances rapidly. Rapid advancement leads to the development of industry standards and best practices. This case... Sample PDF
Assessment Elements in Web-Based Training
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Chapter 17
John T. Behrens, Tara A. Collison, Sarah DeMark
During the last 6 years, the Cisco Networking Academy™Program has delivered online curricula and over 36 million online assessments to support... Sample PDF
The Seven C's of Comprehensive Online Assessment: Lessons Learned from 36 Million Classroom Assessments in the Cisco Networking Academy Program
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Chapter 18
Sandra Greenburg, I. Leon Smith
A wide range of decision points is described in determining if, how, and when an assessment program should be transitioned from paper and pencil... Sample PDF
Feasibility Studies on Transitioning Assessment Programs from Paper to Pencil to CBT Delivery
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About the Authors