U.S. public schools are responsible for educating large numbers of
English language learners and students with disabilities. This book
considers policies for including students with disabilities and
English language learners in assessment programs. It also examines
the research findings on testing accommodations and their effect on
test performance. Keeping Score for All discusses the comparability
of statesa (TM) policies with each other and with the National
Assessment of Educational Progress (NAEP) policies and explores the
impact of these differences on the interpretations of NAEP results.
The book presents a critical review of the research literature and
makes suggestions for future research to evaluate the validity of
test scores obtained under accommodated conditions. The book
concludes by proposing a new framework for conceptualizing
accommodations. This framework would be useful both for
policymakers, test designers, and practitioners in determining
appropriate accommodations for specific assessments and for
researchers in planning validity studies.
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