Titlebook: Handbook of Accessible Achievement Tests for All Students; Bridging the Gaps Be Stephen N. Elliott,Ryan J. Kettler,Alexander Kurz Book 2011

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https://doi.org/10.1007/978-3-319-65394-5chievement test result depends both on the precision of the test score and the accuracy of subsequent inferences about the test-taker’s knowledge of the tested content after accounting for the influence of any access barriers. In essence, the accessibility of a test event is proportional to the validity of test results.

GRIEF

Access to What Should Be Taught and Will Be Tested: Students’ Opportunity to Learn the Intended Curr). To support the . of such inferences, test users must either account for differences in learning opportunities or provide evidence that all test-takers had access to a comparable opportunity to learn the intended and assessed curriculum (Kurz & Elliott, in press; Porter, 1995).

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Accessibility Theory: Guiding the Science and Practice of Test Item Design with the Test-Taker in Michievement test result depends both on the precision of the test score and the accuracy of subsequent inferences about the test-taker’s knowledge of the tested content after accounting for the influence of any access barriers. In essence, the accessibility of a test event is proportional to the validity of test results.

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in depth the topics of test accessibility and test design.Ad.The .Handbook of Accessible Achievement Tests for All Students: Bridging the Gaps Between Research, Practice, and Policy. presents a wealth of evidence-based solutions designed to move the assessment field beyond “universal” standards and

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Introduction: The Soul of Film Theory,ing standards, and adherence to other professional standards may be raised.. This chapter focuses on the legal, psychometric, and policy issues related to educational testing of special populations. Although prior federal cases and professional standards provide guidance, some tough policy decisions remain.

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RIAA Transfer/Anti-RIAA Transfere case. This chapter provides information about Australian legislation and ensuing policies, how they interact with national achievement testing in Australia, and proposes recommendations for the development of a more effective and inclusive assessment regime for Australian students.