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Unlabeling the Disabled: A Perspective on Flagging Scores from Accommodated Test Administrations
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Sireci, Stephen G. – Educational Researcher, 2005
Accommodations to standard test administrations are granted on many tests for students who have one or more disabling conditions. In some instances, students' scores from these nonstandard administrations are "flagged" to caution those who interpret the test score that the test was not administered under typical conditions. The practice of…
Descriptors: Psychometrics, Scores, Psychological Testing, College Admission
Disaggregation: What's Good for the Goose is Good for the Gander, Assessment for NCLB vs. Assessment for Learning Disability Identification
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Cherkes-Julkowski, Miriam – Learning Disabilities: A Multidisciplinary Journal, 2004
The No Child Left Behind Act (NCLB) firmly insists that performance analyses use disaggregated scores. Disaggregation, according to NCLB, involves measuring and reporting achievement for separate subgroups of children so that achievement problems in any one subgroup are not disguised when averaged or aggregated with higher achieving children in…
Descriptors: Federal Legislation, Learning Disabilities, Disability Identification, School Personnel
The New Peabody Picture Vocabulary Test-III: An Illusion of Unbiased Assessment?
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Stockman, Ida J. – Language, Speech, and Hearing Services in Schools, 2000
This article examines whether changes in the ethnic minority composition of the standardization sample for the Peabody Picture Vocabulary Test-III (PPVT-III) can be used as the sole explanation for children's better test scores when compared to an earlier edition. Analysis suggests other factors may explain improved performance. (Contains…
Descriptors: Children, Diagnostic Tests, Disability Identification, Elementary Secondary Education
Comprehensive Test of Phonological Processing.
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Mitchell, Jami-Jon – Assessment for Effective Intervention, 2001
This article profiles the Comprehensive Test of Phonological Processing (CTOPP), an assessment designed to detect phonological processing deficits in students ages 5 through 24. The theoretical framework of the CTOPP, age-based versions of the CTOPP, subtests, testing procedures, test scores and interpretation, and reliability and validity are…
Descriptors: Disability Identification, Elementary Secondary Education, Evaluation Methods, Phoneme Grapheme Correspondence