ITEM AND TEST DESIGN CONSIDERATIONS FOR STUDENTS WITH SPECIAL NEEDS

Stephen N. Elliott; Ryan J. Kettler

doi:10.4324/9780203102961-22

ITEM AND TEST DESIGN CONSIDERATIONS FOR STUDENTS WITH SPECIAL NEEDS

Stephen N. Elliott, Ryan J. Kettler

Research output: Chapter in Book/Report/Conference proceeding › Chapter

7 Scopus citations

Abstract

The achievement of students with disabilities (SWDs) is a longstanding concern in education (McDonnell, McLaughlin & Morison, 1997; Wagner et al., 2006). Recent results on the National Assessment of Educational Progress tests indicate SWDs score more than 1 standard deviation below their peers without disabilities in Grades 4, 8 and 12 in reading, and three quarters of a standard deviation below their peers without disabilities in mathematics in Grade 4, with the gap widening to over 1 standard deviation in Grades 8 and 12 (U.S. Department of Education, 2007a, 2007b).

Original language	English (US)
Title of host publication	Handbook of Test Development, Second Edition
Publisher	Taylor and Francis
Pages	374-391
Number of pages	18
ISBN (Electronic)	9781136242564
ISBN (Print)	9780415626019
DOIs	https://doi.org/10.4324/9780203102961-22
State	Published - Jan 1 2016
Externally published	Yes

ASJC Scopus subject areas

General Social Sciences

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10.4324/9780203102961-22

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abstract = "The achievement of students with disabilities (SWDs) is a longstanding concern in education (McDonnell, McLaughlin & Morison, 1997; Wagner et al., 2006). Recent results on the National Assessment of Educational Progress tests indicate SWDs score more than 1 standard deviation below their peers without disabilities in Grades 4, 8 and 12 in reading, and three quarters of a standard deviation below their peers without disabilities in mathematics in Grade 4, with the gap widening to over 1 standard deviation in Grades 8 and 12 (U.S. Department of Education, 2007a, 2007b).",

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ITEM AND TEST DESIGN CONSIDERATIONS FOR STUDENTS WITH SPECIAL NEEDS

Abstract

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