Using Objective Data Sources to Enhance Teacher Judgments about Test Accommodations

By Lynn S. Fuchs, Douglas Fuchs, Susan B. Eaton, C. Hamlett, E. Binkley, R. Crouch. 2000

136 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/84843c1e236b5413baf6c10611887001184632a1

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In Developmental and Educational Psychology

In Safety Research

In Statistics and Probability

Citations in the corpus

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 Relative Equitability of High-Stakes Testing versus Teacher-Assigned Grades: An Analysis of the Massachusetts Comprehensive Assessment System (MCAS) (2001, background): “Recent work such as Fuchs et al. (2000) and Kleinert, Haigh, Kearns, and Kennedy (2000) has had more complete data on special education students and vastly larger samples than were available to us.”
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).”
Do proper accommodation assignments make a difference? Examining the impact of improved decision making on scores for English language learners. (2007, background): “At the test aggregate level, consistent and recommended accommodation decision making is critical to the validity of score comparisons across schools, programs, districts, and populations of students (Fuchs et al., 2000; Hollenbeck, Tindal, & Almond, 1998; Kopriva, 2000).”
Extended Time Accommodations and the Mathematics Performance of Students With and Without ADHD (2007, result): “The results of the study are consistent with much of the previous research related to extended time and differential boosts for students with disabilities (Bolt & Thurlow, 2004; Fuchs et al., 2000; Munger & Loyd, 1991), in that (a) both groups of students seemed to benefit from extended time, and (b”
Determining Appropriate Accommodations for Postsecondary Students with Reading and Written Expression Disorders (2007, background): “Completedstudieshavegenerallybeendesigned toproveordisproveapositivebeneﬁtfromaccommodations tostudentswithdisabilities,andforthemostpartthesestud-ieshavefocusedonelementaryschoolpopulations(Fuchs &Fuchs,2001;Fuchs,Fuchs,Eaton,Hamlett,Binkley,& Crouch,2000;Sireci,Li,&Scarpati,2003).”
Effects of Accommodations on High-Stakes Testing for Students with Reading Disabilities (2006, background): “Fuchs et al. (2000) found no effects of accommodations involving large print or extended time in comparing Grades 4 to 5 students with and without learning disabilities (LD).”