This study investigates the time-use patterns of students with learning disabilities during digital mathematics assessments and explores the role of extended time accommodations (ETA) in shaping these patterns. Using latent profile analysis, four distinct time-use profiles were identified separately for students with and without ETA. "Initial…

Motivated by the multiple-measures clause of recent federal policy regarding student eligibility for alternate assessments based on modified academic achievement standards (AA-MASs), this study examined how scores or combinations of scores from a diverse set of assessments predicted students' end-of-year proficiency status on statewide achievement…

This study presents secondary analyses on a 2-stage test of reading comprehension for students with reading-based learning disabilities (RLD). The present paper describes student perceptions of the test and its features as well as analyses focused on the routing test and associated cut score. The routing test contained typical state assessment…

This study examined the academic performance and preference of students with disabilities for two types of test administration conditions, computer-based testing (CBT) and pencil-and-paper testing (PPT). Data from a large-scale assessment program were used to examine differences between CBT and PPT academic performance for third to eleventh grade…

The purpose of this study was to use differential item functioning (DIF) and latent mixture model analyses to explore factors that explain performance differences on a large-scale mathematics assessment between examinees allowed to use a calculator or who were afforded item presentation accommodations versus those who did not receive the same…

This study examines the appropriateness of a large-scale state standards-based English-Language Arts (ELA) assessment for students who are deaf or hard of hearing by comparing the internal test structures for these students to students without disabilities. The Grade 4 and 8 ELA assessments were analyzed via a series of parcel-level exploratory…

The South Dakota Assessment System provides information for schools to use in evaluating their teaching and curriculum as well as allowing parents to monitor their child's progress. All public schools in South Dakota test students according to South Dakota Codified Law 13-3-55, which was adopted in January 1997 and amended in January 2003. This…

This study examined student, parent, and teacher perceptions of the use of testing accommodations and the relationship between student perceptions of testing accommodations and their disability status and grade level. Students with and without disabilities completed math and reading achievement tests with and without accommodations. Students,…