The standards-based reforms suggest that there is increasing emphasis on ensuring that students with moderate ID, including students with ASD, learn to read. There is also converging evidence that explicit teaching of letter sounds, phonics, and sight words is effective for this population. According to the intensity of the disability, the outcomes of students’ responsiveness varies.
This study was done with the purpose to test the hypothesis that alternate assessment presentation formats, as a testing accommodation, would improve the reliability, validity, and consistency of assessment performance. 3 different presentation formats were used when administering proximal, curriculum-based reading assessments to determine whether a particular format has an impact or not on the accuracy of identifying known items on the test.
The study concluded through its findings that even the statistical analyses did not support the hypothesis of a format by student effect, visual analysis of the data did suggest that the number of prompts required varied by the student as a function of assessment format. Most noteworthy, assessment reliability, estimated with generalizability theory, indicated that reliability increased as a function of the format by the student.
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