Supplementing Teacher Judgments of Mathematics Test Accommodations with Objective Data Sources

By Lynn S. Fuchs, Douglas Fuchs, Susan B. Eaton, C. Hamlett, K. Karns. 2000

200 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Safety Research, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/36e591671a6441b5d0a0db907a84782ec379f50e

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In Developmental and Educational Psychology

In Safety Research

In Statistics and Probability

Citations in the corpus

Extended Time as a Testing Accommodation: Its Effects and Perceived Consequences (2004, background): “Fuchs et al. (2000) speak to the limitation of group designs in stating that “differential boost is not revealed with group analyses” and accommodations other than extended time “may speak to something essential to the underlying disability of some individuals, for whom individual differential…”
The Role of Extended Time and Item Content on a High–Stakes Mathematics Test (2005, unknown): “The implications of these ﬁndings provide an alternative to investigating the inﬂuence of accommodations on test scores than that provided by the maximum potential thesis (Zuriff, 2000) and the differential boost hypothesis (Fuchs et al., 2000).”
Five of the Most Frequently Allowed Testing Accommodations in State Policy (2004, background): “Fuchs et al. (2000b) found that students with learning disabilities benefited significantly more than students without disabilities from this accommodation on math problem–solving items.”
The effects of problem-posing intervention types on elementary students’ problem-solving (2018, background): “The positive effects of problem solving on students’ mathematical skills among various populations have been widely studied throughout the decades (Bruckner and Grossnickle 1947; Fuchs et al. 2000; Jiban and Deno 2007; Stanic and Kilpatrick 1988; Suydam and Weaver 1977).”
Comparing DIF Across Math and Reading/Language Arts Tests for Students Receiving a Read-Aloud Accommodation (2006, methodology): “Although instruments have been developed to guide accommodation decision making, such as the Assessment Accommodations Checklist (Elliott, Kratochwill, & Schulte, 1998) and the Dynamic Assessment of Testing Accommodations (Fuchs et al., 2000), the effectiveness of these instruments has not been thor”
Effects of Testing Accommodations on Standardized Mathematics Test Scores: An Experimental Analysis of the Performances of Students With and Without Disabilities (2001, methodology): “The rationale for this prediction was based on the research of Phillips (1994), Trimble (1998), Tindal et al. (1998), Fuchs et al. (2000), and S. Elliott and Kratochwill (1996).”
State Policies on Assessment Participation and Accommodations for Students with Disabilities (2005, background): “Research on the dictated response accommodation has been relatively limited and inconclusive (e.g., Fuchs et al., 2000; Koretz, 1997; MacArthur & Graham, 1987; Tippets & Michaels, 1997; Trimble, 1998).”
Growth in Working Memory and Mathematical Problem Solving in Children at Risk and Not at Risk for Serious Math Difficulties. (2008, background): “We assessed the phonological system using performance on measures of naming speed, phonological awareness, and STM.”