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Hits 4.921 – 4.937 of 4.937
| 4921 |
Computer-assisted revision in Spanish academic texts: peer-assessment
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| 4922 |
Oral discourse competence-in-performance: analysing learner dialogues
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| 4923 |
La evaluación en los libros de texto de inglés como segunda lengua: un análisis comparativo cualitativo
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| 4925 |
An Argument-based Validity Inquiry into the Empirically-derived Descriptor-based Diagnostic (EDD) Assessment in ESL Academic Writing
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| 4926 |
Understanding of the Nature of Science: A Comparative Study of Canadian and Korean Students
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| 4927 |
Setting Accommodation and Item Difficulty
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Abstract:
This study used multilevel measurement modeling to examine the differential difficulties of math and reading items for Grade 6 students participating in Ontario’s provincial assessment in 2005-2006, in relation to whether they received a setting accommodation, had a learning disability (LD), and spoke a language in addition to English. Both differences in difficulty between groups of students for all items (impact) and for individual items (differential item functioning) were examined. Students’ language backgrounds (whether they spoke a language in addition to English) were not significantly related to item difficulty. Compared to non-accommodated students with LD, math and reading items were relatively difficult for accommodated students with LD. Moreover, the difference in overall impact on math items was larger than on reading items for accommodated and non-accommodated students with LD. Overall, students without LD and who did not receive a setting accommodation outperformed students with LD and/or who received a setting accommodation as well as accommodated students without LD. It is important to note that, because this was an operational test administration, students were assigned to receive accommodations by their schools based on their individual needs. It is, therefore, not possible to separate the effect of the setting accommodation on item difficulty from the effects of other differences between the accommodated and non-accommodated groups. The differences in math and reading item difficulties between accommodated and non-accommodated students with LD may be due in part to factors such as comorbidity of LD and attention deficit hyperactivity disorder (ADHD) or a possible mismatch between the setting accommodation and the areas of disabilities. Moreover, the results of the present study support the underarousal/optimal stimulation hypothesis instead of the premise of the inhibitory control and attention for the use of setting accommodation. After controlling for the impact across all items of setting accommodation and LD, several math and reading items were found to exhibit differential item functioning (DIF). The possible sources of DIF were (1) math items that were not adherent to specific item-writing rules and (2) reading items targeting different types of comprehension. This study also found that the linguistic features of math items (total words, total sentences, average word length, monosyllabic words for math) and reading items (word frequency, average sentence length, and average words per sentence for reading) were associated with math and reading item difficulties for students with different characteristics. The total sentences and average word length in a math item as well as total words in a reading item significantly predicted the achievement gap between groups. Therefore, the linguistic features should be taken into account when assessments are developed and validated for examinees with varied characteristics. ; PhD
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Keyword:
0280; 0288; 0524; 0529; 0535; accommodations; assessments; educational measurement; item difficulty; large-scale assessment; math; reading; setting accommodation
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URL: http://hdl.handle.net/1807/32813
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| 4928 |
Edad, escolarización y tareas de fluencia verbal para el screening de pacientes con enfermedad de Alzheimer ; Age, schooling and Verbal Fluency tasks for the screening of Alzheimer´s disease patients.
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| 4929 |
Avaliação da Qualidade da Tradução: resultados da primeira fase de um estudo longitudinal sobre a aquisição da competência tradutória
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In: DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, Vol 33, Iss 4, Pp 1323-1352
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| 4930 |
Study on hearing loss and its relationship with work in pesticide-exposed tobacco growers
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In: Revista CEFAC, Vol 22, Iss 3
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| 4931 |
Types of handwriting and signs of dysgraphia in children and adolescents with learning difficultie
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In: Revista CEFAC
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| 4932 |
Applicability of the ICF-CY in evaluating children with disabilities and family support: an integrative literature review
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In: Revista CEFAC, Vol 22, Iss 1
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| 4933 |
Self-perception of surface hydration effect on teachers’ voice quality: an intervention study
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In: Revista CEFAC, Vol 20, Iss 6, Pp 761-769
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| 4934 |
Precisão e complexidade gramatical na entrevista de proficiência oral em língua estrangeira
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In: Revista Brasileira de Linguística Aplicada, Vol 15, Iss 3, Pp 657-680
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| 4935 |
Transcultural translation and adaptation of the Assessment Battery for Communication (ABaCo) for the Portuguese population
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In: Revista CEFAC, Vol 22, Iss 3
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| 4936 |
Development of feeding skills in preterm infants: a critical literature review
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In: Revista CEFAC, Vol 19, Iss 4, Pp 539-550
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| 4937 |
Dislexia: uma análise histórica e social
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In: Revista Brasileira de Linguística Aplicada, Vol 15, Iss 4, Pp 971-999
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