Pub Date : 2023-06-16DOI: 10.1177/15345084231180224
Steven L. Powell
The Early Identification System–Student Report (EIS-SR) is a 34-item measure of social-emotional functioning that is designed to be a low-cost universal screening tool. To date, studies of the EIS-SR demonstrate promising psychometric properties, but these properties have not yet been assessed in groups of children from historically underrepresented populations. The current study seeks to help close this gap in the literature by examining the evidence of validity related to the internal structure of the EIS-SR in a sample of Grades 3 through 8 students in the southwestern United States. Analyses indicated mixed findings regarding the model fit of the EIS-SR in the obtained sample, which implies that more data regarding its measurement invariance across diverse populations are needed.
{"title":"A Psychometric Analysis of the Early Identification System–Student Report in a Sample of Southwestern U.S. Students","authors":"Steven L. Powell","doi":"10.1177/15345084231180224","DOIUrl":"https://doi.org/10.1177/15345084231180224","url":null,"abstract":"The Early Identification System–Student Report (EIS-SR) is a 34-item measure of social-emotional functioning that is designed to be a low-cost universal screening tool. To date, studies of the EIS-SR demonstrate promising psychometric properties, but these properties have not yet been assessed in groups of children from historically underrepresented populations. The current study seeks to help close this gap in the literature by examining the evidence of validity related to the internal structure of the EIS-SR in a sample of Grades 3 through 8 students in the southwestern United States. Analyses indicated mixed findings regarding the model fit of the EIS-SR in the obtained sample, which implies that more data regarding its measurement invariance across diverse populations are needed.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"48 1","pages":"217 - 222"},"PeriodicalIF":1.3,"publicationDate":"2023-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42727950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-15DOI: 10.1177/15345084231180477
Anniette F. Maldonado, A. Fischer, Hannah Michael Wright, Rylee L. Jensen, Ashley Coombs, Sara N. Mathis, Keely M. Lundy, Alyson Funn, Leanne S. Hawken, Keith C. Radley, Lauren Perez
The literature has identified the use of data-based, problem-solving as an essential element in the promotion of positive behavior interventions and supports (PBIS) within the classroom. The Components of a Successful Classroom (CSC) tool is an instrument which has undergone initial validation to support its use for measuring critical features of Tier 1. This study provides initial support for the validation of this classroom management observation tool as part of a problem-solving consultation framework by examining the extent to which items on the CSC tool sample the constructs of interest in classroom management. Behavioral consultants utilized the tool to evaluate Tier 1 behavior management strategies implemented by teachers in the classroom. An exploratory factor analysis (EFA) was conducted to determine factor structure of the classroom management observation tool. Findings of the EFA supported a unidimensional construct best measured with three factors (i.e., preventive supports, feedback provision and engagement, and expectations and consequences). Currently, this tool may be useful to practitioners by guiding general education consultation after identifying main concerns in teacher’s implementation of Tier 1 supports and supporting implementation of PBIS practices in the classroom.
{"title":"Components of a Successful Classroom: A Factor Analysis for Initial Validation of a Measure Assessing Tier One Classroom Management","authors":"Anniette F. Maldonado, A. Fischer, Hannah Michael Wright, Rylee L. Jensen, Ashley Coombs, Sara N. Mathis, Keely M. Lundy, Alyson Funn, Leanne S. Hawken, Keith C. Radley, Lauren Perez","doi":"10.1177/15345084231180477","DOIUrl":"https://doi.org/10.1177/15345084231180477","url":null,"abstract":"The literature has identified the use of data-based, problem-solving as an essential element in the promotion of positive behavior interventions and supports (PBIS) within the classroom. The Components of a Successful Classroom (CSC) tool is an instrument which has undergone initial validation to support its use for measuring critical features of Tier 1. This study provides initial support for the validation of this classroom management observation tool as part of a problem-solving consultation framework by examining the extent to which items on the CSC tool sample the constructs of interest in classroom management. Behavioral consultants utilized the tool to evaluate Tier 1 behavior management strategies implemented by teachers in the classroom. An exploratory factor analysis (EFA) was conducted to determine factor structure of the classroom management observation tool. Findings of the EFA supported a unidimensional construct best measured with three factors (i.e., preventive supports, feedback provision and engagement, and expectations and consequences). Currently, this tool may be useful to practitioners by guiding general education consultation after identifying main concerns in teacher’s implementation of Tier 1 supports and supporting implementation of PBIS practices in the classroom.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42321018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-15DOI: 10.1177/15345084231179442
Sarah J. Conoyer, Kyle Wagner, Kristen K. Janssen, Jeremy D. Jewell, Elizabeth L. W. McKenney
As content literacy intervention is expanded in schools, data-based decision-making practices need to also advance, especially in the areas of science. Vocabulary-matching curriculum-based measures (VM-CBM) may allow educators to identify students needing additional support in science vocabulary to assist with using and comprehending disciplinary language. Typically, VM-CBMs have been given in a one-page format, but there has been little investigation of modified presentation of VM items. Participants were 77 fourth grade students from a U.S. Midwestern rural school district. Students from four different classrooms were administered either typical one-page or multipage VM-CBM forms. Multipage forms produced strong alternate form reliability (r = .92, 95% confidence interval [CI] = [.85, .96]). Typical forms produced a moderate reliability coefficient (r = .58, 95% CI = [.32, .76]). Regarding concurrent validity, multipage forms were also strongly correlated (r = .71, 95% CI = [.50, .84]; r = .72, 95% CI = [.51, .85]) while typical forms were weakly correlated (r = .40, 95% CI = [.10, .64]; r = .47, 95% CI = [.17, .69]) with a standardized state science assessment. The multipage format appears promising; however, further item level analysis is needed to determine the most efficient way to screen and support students in elementary science literacy.
{"title":"Exploring Curriculum-Based Measurement in Elementary Science: Investigating Two Vocabulary-Matching Formats","authors":"Sarah J. Conoyer, Kyle Wagner, Kristen K. Janssen, Jeremy D. Jewell, Elizabeth L. W. McKenney","doi":"10.1177/15345084231179442","DOIUrl":"https://doi.org/10.1177/15345084231179442","url":null,"abstract":"As content literacy intervention is expanded in schools, data-based decision-making practices need to also advance, especially in the areas of science. Vocabulary-matching curriculum-based measures (VM-CBM) may allow educators to identify students needing additional support in science vocabulary to assist with using and comprehending disciplinary language. Typically, VM-CBMs have been given in a one-page format, but there has been little investigation of modified presentation of VM items. Participants were 77 fourth grade students from a U.S. Midwestern rural school district. Students from four different classrooms were administered either typical one-page or multipage VM-CBM forms. Multipage forms produced strong alternate form reliability (r = .92, 95% confidence interval [CI] = [.85, .96]). Typical forms produced a moderate reliability coefficient (r = .58, 95% CI = [.32, .76]). Regarding concurrent validity, multipage forms were also strongly correlated (r = .71, 95% CI = [.50, .84]; r = .72, 95% CI = [.51, .85]) while typical forms were weakly correlated (r = .40, 95% CI = [.10, .64]; r = .47, 95% CI = [.17, .69]) with a standardized state science assessment. The multipage format appears promising; however, further item level analysis is needed to determine the most efficient way to screen and support students in elementary science literacy.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"48 1","pages":"211 - 216"},"PeriodicalIF":1.3,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42622029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-12DOI: 10.1177/15345084231178794
Benjamin J. Lovett, Daniel M. Fienup
Students with disabilities are often given accommodations in testing situations (e.g., extended testing time). However, for many students with high-incidence disabilities, interventions can reduce the need for these accommodations, or serve as a helpful supplement to accommodations. Applied behavior analysis provides a framework for understanding how accommodations alter testing settings, as well as for developing related interventions. We review research on evidence-based interventions that can reduce the need for five common testing accommodations: extended testing time, separate room administration, test breaks, read-aloud, and dictated response. We conclude with suggestions for changes to school-based practice as well as remaining research needs.
{"title":"Using Interventions to Increase Test Access: An Alternative to Accommodations?","authors":"Benjamin J. Lovett, Daniel M. Fienup","doi":"10.1177/15345084231178794","DOIUrl":"https://doi.org/10.1177/15345084231178794","url":null,"abstract":"Students with disabilities are often given accommodations in testing situations (e.g., extended testing time). However, for many students with high-incidence disabilities, interventions can reduce the need for these accommodations, or serve as a helpful supplement to accommodations. Applied behavior analysis provides a framework for understanding how accommodations alter testing settings, as well as for developing related interventions. We review research on evidence-based interventions that can reduce the need for five common testing accommodations: extended testing time, separate room administration, test breaks, read-aloud, and dictated response. We conclude with suggestions for changes to school-based practice as well as remaining research needs.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45811643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-04DOI: 10.1177/15345084231178788
Lindsay E. Romano
Disparities in school discipline across lines of race and disability status represent one of the most pressing issues in the field of education today. While there are many factors that perpetuate these disparities, teachers and their approaches to classroom management likely play a role. As evidence emerges on the relationship between race, disability status, and the use of punitive discipline at a national level, less is known about the ways in which teachers’ approaches to classroom management and classroom management assessment influence these trends at the classroom level. This article addresses this by exploring findings from a qualitative study examining classroom management approaches across five focus groups consisting of 25 educators to identify how educators’ management and assessment practices sustain the identities of their students. Based on these findings, recommendations for future research and practice are discussed.
{"title":"Assessment for Equity: Exploring How Secondary Educators’ Utilize Classroom Management and Assessment Practices to Sustain Student Identities","authors":"Lindsay E. Romano","doi":"10.1177/15345084231178788","DOIUrl":"https://doi.org/10.1177/15345084231178788","url":null,"abstract":"Disparities in school discipline across lines of race and disability status represent one of the most pressing issues in the field of education today. While there are many factors that perpetuate these disparities, teachers and their approaches to classroom management likely play a role. As evidence emerges on the relationship between race, disability status, and the use of punitive discipline at a national level, less is known about the ways in which teachers’ approaches to classroom management and classroom management assessment influence these trends at the classroom level. This article addresses this by exploring findings from a qualitative study examining classroom management approaches across five focus groups consisting of 25 educators to identify how educators’ management and assessment practices sustain the identities of their students. Based on these findings, recommendations for future research and practice are discussed.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41916713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-03DOI: 10.1177/15345084231175511
Allison F. Gilmour, J. Wehby, J. Boyle, Howard P. Wills, Paul Caldarella
Multitiered systems for supporting students’ behavior in schools rely on teachers using generally effective classroom management strategies, Tier 1 practices. However, few tools exist to easily assess classwide Tier 1 practices. In this brief report, we describe one potential tool, the Classroom Atmosphere Rating Scale–Brief (CARS-B), and assess the properties of the tool using item response theory and multilevel models. We found that most items on the CARS-B had acceptable discriminations and difficulty estimates. Teachers’ CARS-B latent scores were positively associated with student group on-task. We discuss potential changes to the CARS-B and its use in research and practice.
{"title":"A Preliminary Investigation of a Brief Tier 1 Classroom Management Measure","authors":"Allison F. Gilmour, J. Wehby, J. Boyle, Howard P. Wills, Paul Caldarella","doi":"10.1177/15345084231175511","DOIUrl":"https://doi.org/10.1177/15345084231175511","url":null,"abstract":"Multitiered systems for supporting students’ behavior in schools rely on teachers using generally effective classroom management strategies, Tier 1 practices. However, few tools exist to easily assess classwide Tier 1 practices. In this brief report, we describe one potential tool, the Classroom Atmosphere Rating Scale–Brief (CARS-B), and assess the properties of the tool using item response theory and multilevel models. We found that most items on the CARS-B had acceptable discriminations and difficulty estimates. Teachers’ CARS-B latent scores were positively associated with student group on-task. We discuss potential changes to the CARS-B and its use in research and practice.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45308454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-22DOI: 10.1177/15345084231174924
Ke Huang, M. Conroy, Patricia A. Snyder, David I. Miller, K. Sutherland
The Social Skills Improvement System–Teacher Rating Scale (SSIS-TRS) has been widely used to measure the social skills and behaviors of children and adolescents that are challenging. Studies examining the psychometric properties of the SSIS-TRS have been conducted, but the dimensional structure and item properties of the SSIS-TRS have not been extensively examined with samples of preschool-age children at risk for social-emotional and behavioral difficulties. This current study was designed to examine (a) the dimensional structure of the Social Skills scale and Problem Behaviors scale of the SSIS-TRS and (b) the item function of the SSIS-TRS using item response theory analyses with data collected from teachers of a sample of 469 preschool-age children at risk for social–emotional and behavioral difficulties. A four-dimensional structure (i.e., Cooperation, Empathy and Relationship, Engagement and Interaction, and Self-Control) and a three-dimensional structure (i.e., Aggression and Defiance, Disruptiveness and Stereotypy, and Withdrawal) were identified for the Social Skills and Problem Behaviors scales, respectively. Item parameters of the SSIS-TRS were estimated using the generalized partial credit model. Item information curves were plotted for individual items; behavior indicators providing higher information for measuring corresponding social skills and problem behaviors constructs were identified. The limitations and implications for the present study are discussed.
{"title":"Examining the Psychometric Integrity of the Social Skills Improvement System Teacher Rating Scale Scores for a Sample of Preschool-Age Children","authors":"Ke Huang, M. Conroy, Patricia A. Snyder, David I. Miller, K. Sutherland","doi":"10.1177/15345084231174924","DOIUrl":"https://doi.org/10.1177/15345084231174924","url":null,"abstract":"The Social Skills Improvement System–Teacher Rating Scale (SSIS-TRS) has been widely used to measure the social skills and behaviors of children and adolescents that are challenging. Studies examining the psychometric properties of the SSIS-TRS have been conducted, but the dimensional structure and item properties of the SSIS-TRS have not been extensively examined with samples of preschool-age children at risk for social-emotional and behavioral difficulties. This current study was designed to examine (a) the dimensional structure of the Social Skills scale and Problem Behaviors scale of the SSIS-TRS and (b) the item function of the SSIS-TRS using item response theory analyses with data collected from teachers of a sample of 469 preschool-age children at risk for social–emotional and behavioral difficulties. A four-dimensional structure (i.e., Cooperation, Empathy and Relationship, Engagement and Interaction, and Self-Control) and a three-dimensional structure (i.e., Aggression and Defiance, Disruptiveness and Stereotypy, and Withdrawal) were identified for the Social Skills and Problem Behaviors scales, respectively. Item parameters of the SSIS-TRS were estimated using the generalized partial credit model. Item information curves were plotted for individual items; behavior indicators providing higher information for measuring corresponding social skills and problem behaviors constructs were identified. The limitations and implications for the present study are discussed.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"48 1","pages":"190 - 200"},"PeriodicalIF":1.3,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41706817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-28DOI: 10.1177/15345084231170317
Leah Dembitzer, Ryan J. Kettler
To investigate the impact of universal testing accommodations on a computer-based reading comprehension test, accessibility, reliability, and validity were evaluated. Tests with and without accommodations were administered to 131 twelfth-grade students in three schools. Scores on Curriculum-Based Measurement probes determined groups of Students Without Functional Impairment ( n = 83) and Students With Functional Impairment ( n = 44) in the access skill of reading fluency. Results indicated that ability in access skills is associated with use of accommodations, and that high accessibility can assist in removing the impact of construct-irrelevant skill. No score boost or differential boost was found; validity evaluation offered meaningful results. No reliability change was found. The results of this study support child study team members individualizing accommodations to target deficits in access skills, selecting accommodations on criteria other than differential boost, and offering appropriate accommodations more universally.
{"title":"Universally Designed Accommodations on a Reading Comprehension Test: What Do They Accomplish?","authors":"Leah Dembitzer, Ryan J. Kettler","doi":"10.1177/15345084231170317","DOIUrl":"https://doi.org/10.1177/15345084231170317","url":null,"abstract":"To investigate the impact of universal testing accommodations on a computer-based reading comprehension test, accessibility, reliability, and validity were evaluated. Tests with and without accommodations were administered to 131 twelfth-grade students in three schools. Scores on Curriculum-Based Measurement probes determined groups of Students Without Functional Impairment ( n = 83) and Students With Functional Impairment ( n = 44) in the access skill of reading fluency. Results indicated that ability in access skills is associated with use of accommodations, and that high accessibility can assist in removing the impact of construct-irrelevant skill. No score boost or differential boost was found; validity evaluation offered meaningful results. No reliability change was found. The results of this study support child study team members individualizing accommodations to target deficits in access skills, selecting accommodations on criteria other than differential boost, and offering appropriate accommodations more universally.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65474645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-02DOI: 10.1177/15345084221148202
L. Didion, Marissa J. Filderman, G. Roberts, Sarah A. Benz, Cassandra L. Olmstead
Rubric-based observations of pre- and inservice teachers are common practice in schools. Popular observation tools often result in minimal variation in ratings between teachers, require extensive training and time demands for raters, and provide minimal feedback for professional development. Alternatively, direct observation methods are evidenced to effectively measure instructional behaviors. Applying direct observation to audio recordings would produce quantitative scores and provide valuable feedback to teachers about their instruction. As such, the purpose of the present pilot study was to examine the reliability and efficiency of using audio recordings to measure practices related to explicit instruction. Fleiss’s kappa was modeled to determine the reliability of multiple raters. Regression and correlation examined the strength and direction of the relationship between the full length of a teacher’s lesson and the first 20 min of the lesson. Results indicate that using audio recordings is reliable with kappas ranging from .45 to .80. Based on regression analyses, the first 20 min of a teacher’s lesson is predictive of the rates of behaviors observed in a full lesson. Correlations suggest large, positive relationships between rates of behaviors in the first 20 min and the full lesson. Recommendations for future studies of audio-recorded observations and progress monitoring teacher behavior are discussed.
{"title":"Using Audio Recordings to Reliably and Efficiently Observe Teacher Behavior Related to Explicit Instruction","authors":"L. Didion, Marissa J. Filderman, G. Roberts, Sarah A. Benz, Cassandra L. Olmstead","doi":"10.1177/15345084221148202","DOIUrl":"https://doi.org/10.1177/15345084221148202","url":null,"abstract":"Rubric-based observations of pre- and inservice teachers are common practice in schools. Popular observation tools often result in minimal variation in ratings between teachers, require extensive training and time demands for raters, and provide minimal feedback for professional development. Alternatively, direct observation methods are evidenced to effectively measure instructional behaviors. Applying direct observation to audio recordings would produce quantitative scores and provide valuable feedback to teachers about their instruction. As such, the purpose of the present pilot study was to examine the reliability and efficiency of using audio recordings to measure practices related to explicit instruction. Fleiss’s kappa was modeled to determine the reliability of multiple raters. Regression and correlation examined the strength and direction of the relationship between the full length of a teacher’s lesson and the first 20 min of the lesson. Results indicate that using audio recordings is reliable with kappas ranging from .45 to .80. Based on regression analyses, the first 20 min of a teacher’s lesson is predictive of the rates of behaviors observed in a full lesson. Correlations suggest large, positive relationships between rates of behaviors in the first 20 min and the full lesson. Recommendations for future studies of audio-recorded observations and progress monitoring teacher behavior are discussed.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"48 1","pages":"179 - 189"},"PeriodicalIF":1.3,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48571737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-29DOI: 10.1177/15345084231152477
S. Witmer, Emily C. Bouck
One perceived advantage of computer-based testing is that accessibility tools can be embedded within the testing format, allowing students with disabilities to use them when necessary to remove unique barriers within testing. However, an important assumption is that students activate and use the tools when needed. Initial data from large-scale computer-based testing suggest many students with disabilities are not using them; information is needed to understand why. Both computer skills and motivation are likely necessary for students to use accessibility tools; therefore, we explored whether prior computer use, math motivation, and test motivation predicted accessibility tool use on a national math test. We further explored the relationship between accessibility tool use and test performance. Accessibility tool use was relatively infrequent. Test motivation was weakly associated with text-to-speech use. Use of eliminate choice and scratchwork tools were weakly associated with performance. When combined with related empirical work, findings suggest a potential need to improve student test motivation and corresponding use of accessibility tools to improve validity of low-stakes test scores. However, given the weak relationships identified between tool use and performance, evidence-based math interventions are anticipated to be more helpful for improving math performance than mere promotion of accessibility tool use.
{"title":"Predictors of Accessibility Tool Use on a Low-Stakes Computer-Based Math Test","authors":"S. Witmer, Emily C. Bouck","doi":"10.1177/15345084231152477","DOIUrl":"https://doi.org/10.1177/15345084231152477","url":null,"abstract":"One perceived advantage of computer-based testing is that accessibility tools can be embedded within the testing format, allowing students with disabilities to use them when necessary to remove unique barriers within testing. However, an important assumption is that students activate and use the tools when needed. Initial data from large-scale computer-based testing suggest many students with disabilities are not using them; information is needed to understand why. Both computer skills and motivation are likely necessary for students to use accessibility tools; therefore, we explored whether prior computer use, math motivation, and test motivation predicted accessibility tool use on a national math test. We further explored the relationship between accessibility tool use and test performance. Accessibility tool use was relatively infrequent. Test motivation was weakly associated with text-to-speech use. Use of eliminate choice and scratchwork tools were weakly associated with performance. When combined with related empirical work, findings suggest a potential need to improve student test motivation and corresponding use of accessibility tools to improve validity of low-stakes test scores. However, given the weak relationships identified between tool use and performance, evidence-based math interventions are anticipated to be more helpful for improving math performance than mere promotion of accessibility tool use.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46286659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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