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Embedded Accommodation and Accessibility Support Usage on a Computer-Based Statewide Achievement Test

DOI

https://doi.org/10.7275/21926674

Abstract

Although there has been substantial research on the effects of test accommodations on students’ performance, there has been far less research on students’ use of embedded accommodations and other accessibility supports at the item and whole test level in operational testing programs. Data on embedded accessibility supports from digital logs generated by computer-based assessment platforms are complex, and so decisions need to be made to make sense of the data with respect to appropriate and effective accommodation use. In this study we explored different ways of defining students’ use of accessibility supports and how to best summarize such use for accountability and other purposes. Examples of descriptive statistical indices and data visualizations are presented using mathematics and English language arts test data from a large statewide assessment. Such data are important for accommodations monitoring required by the United States Department of Education and for identifying schools and districts that may be over- or under-using these accommodations and supports.

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