Competence Assessment of Students With Special Educational Needs—Identification of Appropriate Testing Accommodations
Main Article Content
Abstract
Including students with special educational needs in learning (SEN-L) is a challenge for large-scale assessments. In order to draw inferences with respect to students with SEN-L and to compare their scores to students in general education, one needs to assure that the measurement model is reliable and that the same construct is measured for different samples and test forms. In this article, we focus on testing the appropriateness of competence assessments for students with SEN-L. We specifically asked how the reading competence of students with SEN-L may be assessed reliably and comparably. We thoroughly evaluated different testing accommodations for students with SEN-L. The reading competence of N = 433 students with SEN-L was assessed using a standard reading test, a reduced test version, and an easy test version. Also, N = 5,208 general education students and a group of N = 490 low-performing students were tested. Results show that all three reading test versions are suitable for a reliable and comparable measurement of reading competence in students without SEN-L. For students with SEN-L, the accommodated test versions considerably reduced the amount of missing values and resulted in better psychometric properties than the standard test. They did not, however, show satisfactory item fit and measurement invariance. Implications for future research are discussed.
Article Details
How to Cite
Südkamp, A., Pohl, S., & Weinert, S. (2015). Competence Assessment of Students With Special Educational Needs—Identification of Appropriate Testing Accommodations. Frontline Learning Research, 3(2), 1–26. https://doi.org/10.14786/flr.v3i2.130
Section
Articles
FLR adopts the Attribution-NonCommercial-NoDerivs Creative Common License (BY-NC-ND). That is, Copyright for articles published in this journal is retained by the authors with, however, first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.
References
Abedi, J., Leon, S., & Kao, J. (2008). Examining differential item functioning in reading assessments for students with disabilities. (CRESST Report 744). Los Angeles, CA: University of California, Los Angeles, National Center for Research on Evaluation, Standards, and Student Testing.
Abedi, J., Leon, S., Kao, J., Bayley, R., Ewers, N., Herman, J., & Mundhenk, K. (2011). Accessible reading assessments for students with disabilities: The role of cognitive, grammatical, lexical, and textual/visual features (CRESST Report 785). Los Angeles, CA: University of California, Los Angeles, National Center for Research on Evaluation, Standards, and Student Testing.
American Educational Research Association, American Psychological Association, & National Council on Measurement in Education (1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.
Aßmann, C., Steinhauer, H. W., Kiesl, H., Koch, S., Schönberger, B., Müller-Kuller, A., … Blossfeld, H.-P. (2011). Sampling designs of the National Educational Panel Study: Challenges and solutions. Zeitschrift für Erziehungswissenschaft, 14, 51-65. doi:10.1007/s11618-011-0181-8
Aßmann, C., Steinhauer, H. W., & Zinn, S. (2012). Weighting the fifth and ninth grader cohort samples of the National Educational Panel Study, panel cohorts (Technical Report). Bamberg, Germany: University of Bamberg National Educational Panel Study, Retrieved from https://www.nepsdata.de/Portals/0/NEPS/Datenzentrum/Forschungsdaten/SC3/1-0-0/SC3_SC4_1-0-0_Weighting_EN.pdf.
Bäumer, T., Preis, N., Roßbach, H.-G., Stecher, L., & Klieme, E. (2011). Education processes in life-course-specific learning environments. Zeitschrift für Erziehungswissenschaft, 14, 87-101. doi:10.1007/s11618-011-0183-6
Barkow, I., Leopold, T., Raab, M., Schiller, D., Wenzig, K., Blossfeld, H.-P., & Rittberger, M. (2011). RemoteNEPS: Data dissemination in a collaborative workspace. Zeitschrift für Erziehungswissenschaft, 14, 315-325. doi: 10.1007/s11618-011-0192-5
Bielinski, J., Thurlow, M. L., Ysseldyke, J. E., Freidebach, J., & Freidebach, M. (2001). Read-aloud accommodations: Effects on multiple-choice reading and math items (NCEO Technical Report 31). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Blossfeld, H.-P., & von Maurice, J. (2011). Education as a lifelong process. Zeitschrift für Erziehungswissenschaft, 14, 19-34. doi:10.1007/s11618-011-0179-2
Blossfeld, H.-P., von Maurice, J., & Schneider, T. (2011). The National Educational Panel Study: Need, main features, and research potential. Zeitschrift für Erziehungswissenschaft, 14, 5-17. doi:10.1007/s11618-011-0178-3
Bolt, S. E., & Ysseldyke, J. (2008). Accommodating students with disabilities in large-scale testing: A comparison of differential item functioning (DIF) identified across disability types. Journal of Psychoeducational Assessment, 26, 121-138. doi:10.1177/0734282907307703
Borsboom, D. (2006). The attack of the psychometricians. Psychometrika, 71, 425-440. doi: 10.1007/s11336-006-1447-6
Bos, W., Bonsen, M., Gröhlich, C., Guill, K., May, P., Rau, A., et al. (2009). KESS 7: Kompetenzen und Einstellungen von Schülerinnen und Schülern—Jahrgangsstufe 7 [KESS 7: Competencies and attitudes of students in grade 7]. Hamburg, Germany: Behörde für Bildung und Sport.
Chudowsky, N., & Pellegrino, J. (2003). Large-scale assessment that support student learning: What will it take? Theory into Practice, 42, 75-83. doi:10.1207/s15430421tip4201_10
Cormier, D. C., Altman, J., Shyyan, V., & Thurlow, M. L. (2010). A summary of the research on the effects of test accommodations: 2007-2008 (Technical Report 56). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Cortiella, C., & Horowitz, S. H. (2014). The state of learning disabilities: Facts, trends and emerging issues. New York: National Center for Learning Disabilities.
Dolan, R. P., & Hall, T. E. (2001). Universal design for learning: Implications for large-scale assessment. IDA Perspectives, 27, 22-25.
Duke, N. K., & Pearson, P. D. (2002). Effective practices for developing reading comprehension. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (pp. 205–242). Newark, DE: International Reading Association.
Durkin, D. (1993). Teaching them to read. Boston, MA: Allyn and Bacon.
Fuchs, L. S., Fuchs, D., Eaton, S. B., Hamlett, C. L., & Karns, K. M. (2000). Supplementing teacher judgments of mathematics test accommodations with objective data. School Psychology Review, 29, 65–85.
Gee, J. P. (2004). Reading as situated language: A sociocognitive persepective. In R. B. Ruddell & N. J. Unrau (Eds.), Theoretical models and processes of reading (pp. 116-132). Newark: International Reading Association.
Gehrer, K., Zimmermann, S., Artelt, C., & Weinert, S. (2013). NEPS framework for assessing reading competence and results from an adult pilot study. Journal of Educational Research Online, 5, 50-79.
Gehrer, K., Zimmermann, S., Artelt, C., & Weinert, S. (2012). The assessment of reading competence (including sample items for grade 5 and 9) [Scientific Use File 2012, Version 1.0.0.] Bamberg: University of Bamberg, National Educational Panel Study.
Geisinger, K. F. (1994). Psychometric issues in testing students with disabilities. Applied Measurement in Education, 7, 121-140. doi:10.1207/s15324818ame0702_2
Gersten, R., Fuchs, L. S., Williams, J. P., & Baker, S. (2001). Teaching reading comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research, 71, 279-320. doi:10.3102/00346543071002279
Gross, C., Jobst, A., Jungbauer-Gans, M., & Schwarze, J. (2011). Educational returns over the life course. Zeitschrift für Erziehungswissenschaft, 14, 139-153. doi:10.1007/s11618-011-0195-2
Grünke, M. (2004). Lernbehinderung Learning Disabilities. In Lauth, G., Grünke, M., & Brunstein, J. (Eds.). Interventionen bei Lernstörungen Interventions to learning deficits(pp. 65-77). Göttingen: Hogrefe.
Heydrich, J., Weinert, S., Nusser, L., Artelt, C., & Carstensen, C. H. (2013). Including students with special educational needs into large-scale assessments of competencies: Challenges and approaches with the German National Educational Panel Study (NEPS). Journal of Educational Research Online, 5, 217-240.
Hollenbeck, K. Tindal, G. Almond, P. (1998). Teachers’ knowledge of accommodations as a validity issue in high-stakes testing. The Journal of Special Education, 32, 175-183.
Kavale, K. A., & Reece, J. H. (1992). The character of learning disabilities. Learning Disability Quarterly, 15, 74-94. doi: http://dx.doi.org/10.2307/1511010
Kintsch, W. (2007). Comprehension: A paradigm for cognition. Cambridge, UK: Cambridge University Press.
KMK – Sekretariat der Ständigen Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland [Standing Conference of the Ministers of Education and Cultural Affairs of Germany] (2012). Sonderpädagogische Förderung in Schulen 2001–2010 [Special education in schools 2001–2010]. Retrieved from http://www.kmk.org/fileadmin/pdf/Statistik/KomStat/Dokumentation_SoPaeFoe_2010.pdf
Kolen M. J., & Brennan R. L. (2004). Test equating, scaling, and linking. New York, NY: Springer-Verlag.
Koretz, D. M. (1997). The assessment of students with disabilities in Kentucky (CSE Technical Report 431). Los Angeles, CA: CRESST/RAND Institute on Education and Training.
Koretz, D. M., & Barton, K. E. (2003). Assessing students with disabilities: Issues and evidence (CSE Technical Report 587). Los Angeles, CA: University of California, Center for the Study of Evaluation.
Kristen, C., Edele, A., Kalter, F., Kogan, I., Schulz, B., Stanat, P., & Will, G. (2011). The education of migrants and their children across the life course. Zeitschrift für Erziehungswissenschaft, 14, 121-137. doi:10.1007/s11618-011-0194-3
Lovett, B. J. (2010). Extended time testing accommodations for students with disabilities: Answers to five fundamental questions. Review of Educational Research, 80, 611-638. doi:10.3102/0034654310364063
Lutkus, A. D., Mazzeo, J., Zhang, J., & Jerry, L. (2004). Including special-needs students in the NAEP 1998 reading assessment part II: Results for students with disabilities and limited-English proficient students (Research Report ETS-NAEP 04-R01). Princeton, NJ: ETS.
Millsap, R. E. (2011). Statistical approaches to measurement invariance. New York, NY: Routledge.
Minnema, J., Thurlow, M., Bielinski, J., & Scott, J. (2000). Past and present understandings of out-of-level testing: A research synthesis. (Out-of-Level Testing Project Report 1). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Retrieved from http://education.umn.edu/NCEO/OnlinePubs/OOLT1.html
Müller, K., Sälzer, C., Mang, J., & Prenzel, M. (2014, March). Kompetenzen von Schülerinnen und Schüler mit besonderem Förderbedarf. Ergebnisse aus dem PISA 2012 Förderschul-Oversample [Competencies of students with special educational needs. Results from the PISA 2012 oversample of special schools]. Paper presented at the Conference of the German Association for Empirical Educational Research, Frankfurt, Germany.
OECD – Organisation for Economic Co-Operation and Development. (1999). Measuring student knowledge and skills: A new framework for assessment. Paris, France: OECD.
Pearson (2011, October 7th). Pearson to develop framework for OECD’s PISA students assessment for 2015 [Pearson announcement]. Retrieved from http://www.pearson.com/news/2011/october/pearson-to-develop-frameworks-for-oecds-pisa-student-assessment-f.html?article=true
Pellegrino, J., Chudowsky, N., & Glaser, R. (2001). Knowing what students know: The science and design of educational assessment. Washington, D. C.: National Academy Press.
Pitoniak, M. J., & Royer, J. M. (2001). Testing accommodations for examinees with disabilities: A review of psychometric, legal, and social policy issues. Review of Educational Research, 71, 53-104. doi:10.3102/00346543071001053
Pohl, S. (2014). Longitudinal multi-stage testing. Journal of Educational Measurement, 50, 447-468.
doi: 10.1111/jedm.12028
Pohl, S., & Carstensen, C. H. (2012). NEPS Technical Report: Scaling the data of the competence test (NEPS Working Paper No. 14). Bamberg, Germany: University of Bamberg, National Educational Panel Study.
Pohl, S., & Carstensen, C. H. (2013). Scaling the competence tests in the National Educational Panel Study—Many questions, some answers, and further challenges. Journal for Educational Research Online, 5, 189-216.
Pohl, S., Gräfe, L., & Rose, N. (2014). Dealing with omitted and not reached items in competence tests - Evaluating approaches accounting for missing responses in IRT models. Educational and Psychological Measurement, 74, 423-452. doi: 10.1177/0013164413504926
Pohl, S., Haberkorn, K., Hardt, K., & Wiegand, E. (2012). NEPS technical report for reading—Scaling results of starting cohort 3 in fifth grade (NEPS Working Paper No. 15). Bamberg, Germany: University of Bamberg, National Educational Panel Study.
Pohl, S., Südkamp, A., Hardt, K., Carstensen, C. H., & Weinert, S. (2015). Testability and test-taking behavior of students with special educational needs in large-scale assessments. Manuscript submitted for publication.
Popham, W. J. (2000). Educational measurement. Boston, MA: Allyn and Bacon.
Rasch, G. (1960). Probabilistic models for some intelligence and attainment tests. Copenhagen: Nielsen & Lydiche (Expanded Edition, Chicago, University of Chicago Press, 1980).
Ritchey, K. D., Silverman, R. D., Schatschneider, C., & Speece, D. L. (2015). Prediction and stability of reading problems in middle childhood. Journal of Learning Disabilities, 48, 298-309. doi:10.1177/0022219413498116
Sireci, S. G., Scarpati, S. E., & Li, S. (2005). Test accommodations for students with disabilities: An analysis of the interaction hypothesis. Review of Educational Research, 75, 457-490. doi:10.3102/00346543075004457
Stocké, V., Blossfeld, H.-P., Hoenig, K., & Sixt, M. (2011). Social inequality and educational decisions in the life course. Zeitschrift für Erziehungswissenschaft, 14, 103-199. doi:10.1007/s11618-011-0193-4
Swanson. (1999). Reading research for students with LD: A meta-analysis of intervention outcomes. Journal of Learning Disabilities, 32, 504-532. doi:10.1177/002221949903200605
Thompson, S. J., Johnstone, C. J., Anderson, M. E., & Miller, N. A. (2005). Considerations for the development and review of universally designed assessments (NCEO Technical Report 42). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Thurlow, M. L. (2010). Steps toward creating fully accessible reading assessments. Applied Measurement in Education, 23, 121-131. doi:10.1080/08957341003673765
Thurlow, M. L., Bremer, C., & Albus, D. (2008). Good news and bad news in disaggregated subgroup reporting to the public on 2005-2006 assessment results (Technical Report 52). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Thurlow, M., Elliott, J., & Ysseldyke, J. (1999). Out-of-level testing: Pros and cons (Policy Directions No. 9). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Retrieved from http://education.umn.edu/NCEO/OnlinePubs/Policy9.htm
Tindal, G., Heath, B., Hollenbeck, K., Almond, P., & Harniss, M. (1998). Accommodating students with disabilities on large-scale tests: An experimental study. Exceptional Children, 64, 439–450
U.S. Department of Education, National Center for Education Statistics. (2013). Digest of Education Statistics, 2012 (NCES 2 014-015).
Verhoeven, L., & van Leeuwe, J. (2008). Prediction of the development of reading comprehension: A longitudinal study. Applied Cognitive Psychology, 22, 407-423. doi:10.1002/acp.1414
Weinert, F. E. (2001). Concept of competence: A conceptual clarification. In D. S. Rychen, L. & H. Salganik (Eds.), Defining and selecting key competencies (pp. 45-66). Seattle: Hogrefe & Huber.
Weinert, S., Artelt, C., Prenzel, M., Senkbeil, M., Ehmke, T., & Carstensen, C. H. (2011). Development of competencies across the life span. Zeitschrift für Erziehungswissenschaft, 14, 67-86. doi:10.1007/s11618-011-0182-7
Woodcock, S., & Vialle, W. (2011). Are we exacerbating students’ learning disabilities? An investigation of pre-service teachers’ attributions of the educational outcomes of students with learning disabilities. Annals of Dyslexia, 61, 223-241. doi:10.1007/s11881-011-0058-9
Wright, B. D., & Masters, G. N. (1982). Rating scale analysis: Rasch measurement. Chicago, IL: MESA Press.
Wu, M. (1997). The development and application of a fit test for use with marginal maximum likelihood estimation and generalized item response models (Unpublished doctoral dissertation). Melbourne, Australia: University of Melbourne.
Wu, M., Adams, R. J., Wilson, M., & Haldane, S. (2007). Conquest 2.0. [Computer Software] Camberwell, Australia: ACER Press.
Wu, Y.-C., Liu, K. K., Thurlow, M. L., Lazarus, S. S., Altman, J., & Christian, E. (2012). Characteristics of low performing special education and non-special education students on large-scale assessments (Technical Report 60). Minneapolis, MN: University of Minnesota, National Centre on Educational Outcomes.
Xu, X., Sikali, E., Oranje, A., & Kulick, E. (2011, April). Multi-stage testing in educational survey assessments. Paper presented at the annual meeting of the National Council on Measurement in Education (NCME), New Orleans, LA.
Yovanoff, P., & Tindal, G. (2007). Scaling early reading alternate assessments with statewide measures. Exceptional Children, 73, 184-201.
Ysseldyke, J. E., Thurlow, M. L., Langenfeld, K. L., Nelson, R. J., Teelucksingh, E., & Seyfarth, A. (1998). Educational results for students with disabilities: What do the data tell us? (Technical Report 23). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Zebehazy, K. T., Zigmond, N., & Zimmerman, G. J. (2012). Ability or access-ability: Differential item functioning of items on alternate performance-based assessment tests for students with visual impairments. Journal of Visual Impairment & Blindness, 106, 325-338.
Abedi, J., Leon, S., Kao, J., Bayley, R., Ewers, N., Herman, J., & Mundhenk, K. (2011). Accessible reading assessments for students with disabilities: The role of cognitive, grammatical, lexical, and textual/visual features (CRESST Report 785). Los Angeles, CA: University of California, Los Angeles, National Center for Research on Evaluation, Standards, and Student Testing.
American Educational Research Association, American Psychological Association, & National Council on Measurement in Education (1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.
Aßmann, C., Steinhauer, H. W., Kiesl, H., Koch, S., Schönberger, B., Müller-Kuller, A., … Blossfeld, H.-P. (2011). Sampling designs of the National Educational Panel Study: Challenges and solutions. Zeitschrift für Erziehungswissenschaft, 14, 51-65. doi:10.1007/s11618-011-0181-8
Aßmann, C., Steinhauer, H. W., & Zinn, S. (2012). Weighting the fifth and ninth grader cohort samples of the National Educational Panel Study, panel cohorts (Technical Report). Bamberg, Germany: University of Bamberg National Educational Panel Study, Retrieved from https://www.nepsdata.de/Portals/0/NEPS/Datenzentrum/Forschungsdaten/SC3/1-0-0/SC3_SC4_1-0-0_Weighting_EN.pdf.
Bäumer, T., Preis, N., Roßbach, H.-G., Stecher, L., & Klieme, E. (2011). Education processes in life-course-specific learning environments. Zeitschrift für Erziehungswissenschaft, 14, 87-101. doi:10.1007/s11618-011-0183-6
Barkow, I., Leopold, T., Raab, M., Schiller, D., Wenzig, K., Blossfeld, H.-P., & Rittberger, M. (2011). RemoteNEPS: Data dissemination in a collaborative workspace. Zeitschrift für Erziehungswissenschaft, 14, 315-325. doi: 10.1007/s11618-011-0192-5
Bielinski, J., Thurlow, M. L., Ysseldyke, J. E., Freidebach, J., & Freidebach, M. (2001). Read-aloud accommodations: Effects on multiple-choice reading and math items (NCEO Technical Report 31). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Blossfeld, H.-P., & von Maurice, J. (2011). Education as a lifelong process. Zeitschrift für Erziehungswissenschaft, 14, 19-34. doi:10.1007/s11618-011-0179-2
Blossfeld, H.-P., von Maurice, J., & Schneider, T. (2011). The National Educational Panel Study: Need, main features, and research potential. Zeitschrift für Erziehungswissenschaft, 14, 5-17. doi:10.1007/s11618-011-0178-3
Bolt, S. E., & Ysseldyke, J. (2008). Accommodating students with disabilities in large-scale testing: A comparison of differential item functioning (DIF) identified across disability types. Journal of Psychoeducational Assessment, 26, 121-138. doi:10.1177/0734282907307703
Borsboom, D. (2006). The attack of the psychometricians. Psychometrika, 71, 425-440. doi: 10.1007/s11336-006-1447-6
Bos, W., Bonsen, M., Gröhlich, C., Guill, K., May, P., Rau, A., et al. (2009). KESS 7: Kompetenzen und Einstellungen von Schülerinnen und Schülern—Jahrgangsstufe 7 [KESS 7: Competencies and attitudes of students in grade 7]. Hamburg, Germany: Behörde für Bildung und Sport.
Chudowsky, N., & Pellegrino, J. (2003). Large-scale assessment that support student learning: What will it take? Theory into Practice, 42, 75-83. doi:10.1207/s15430421tip4201_10
Cormier, D. C., Altman, J., Shyyan, V., & Thurlow, M. L. (2010). A summary of the research on the effects of test accommodations: 2007-2008 (Technical Report 56). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Cortiella, C., & Horowitz, S. H. (2014). The state of learning disabilities: Facts, trends and emerging issues. New York: National Center for Learning Disabilities.
Dolan, R. P., & Hall, T. E. (2001). Universal design for learning: Implications for large-scale assessment. IDA Perspectives, 27, 22-25.
Duke, N. K., & Pearson, P. D. (2002). Effective practices for developing reading comprehension. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (pp. 205–242). Newark, DE: International Reading Association.
Durkin, D. (1993). Teaching them to read. Boston, MA: Allyn and Bacon.
Fuchs, L. S., Fuchs, D., Eaton, S. B., Hamlett, C. L., & Karns, K. M. (2000). Supplementing teacher judgments of mathematics test accommodations with objective data. School Psychology Review, 29, 65–85.
Gee, J. P. (2004). Reading as situated language: A sociocognitive persepective. In R. B. Ruddell & N. J. Unrau (Eds.), Theoretical models and processes of reading (pp. 116-132). Newark: International Reading Association.
Gehrer, K., Zimmermann, S., Artelt, C., & Weinert, S. (2013). NEPS framework for assessing reading competence and results from an adult pilot study. Journal of Educational Research Online, 5, 50-79.
Gehrer, K., Zimmermann, S., Artelt, C., & Weinert, S. (2012). The assessment of reading competence (including sample items for grade 5 and 9) [Scientific Use File 2012, Version 1.0.0.] Bamberg: University of Bamberg, National Educational Panel Study.
Geisinger, K. F. (1994). Psychometric issues in testing students with disabilities. Applied Measurement in Education, 7, 121-140. doi:10.1207/s15324818ame0702_2
Gersten, R., Fuchs, L. S., Williams, J. P., & Baker, S. (2001). Teaching reading comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research, 71, 279-320. doi:10.3102/00346543071002279
Gross, C., Jobst, A., Jungbauer-Gans, M., & Schwarze, J. (2011). Educational returns over the life course. Zeitschrift für Erziehungswissenschaft, 14, 139-153. doi:10.1007/s11618-011-0195-2
Grünke, M. (2004). Lernbehinderung Learning Disabilities. In Lauth, G., Grünke, M., & Brunstein, J. (Eds.). Interventionen bei Lernstörungen Interventions to learning deficits(pp. 65-77). Göttingen: Hogrefe.
Heydrich, J., Weinert, S., Nusser, L., Artelt, C., & Carstensen, C. H. (2013). Including students with special educational needs into large-scale assessments of competencies: Challenges and approaches with the German National Educational Panel Study (NEPS). Journal of Educational Research Online, 5, 217-240.
Hollenbeck, K. Tindal, G. Almond, P. (1998). Teachers’ knowledge of accommodations as a validity issue in high-stakes testing. The Journal of Special Education, 32, 175-183.
Kavale, K. A., & Reece, J. H. (1992). The character of learning disabilities. Learning Disability Quarterly, 15, 74-94. doi: http://dx.doi.org/10.2307/1511010
Kintsch, W. (2007). Comprehension: A paradigm for cognition. Cambridge, UK: Cambridge University Press.
KMK – Sekretariat der Ständigen Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland [Standing Conference of the Ministers of Education and Cultural Affairs of Germany] (2012). Sonderpädagogische Förderung in Schulen 2001–2010 [Special education in schools 2001–2010]. Retrieved from http://www.kmk.org/fileadmin/pdf/Statistik/KomStat/Dokumentation_SoPaeFoe_2010.pdf
Kolen M. J., & Brennan R. L. (2004). Test equating, scaling, and linking. New York, NY: Springer-Verlag.
Koretz, D. M. (1997). The assessment of students with disabilities in Kentucky (CSE Technical Report 431). Los Angeles, CA: CRESST/RAND Institute on Education and Training.
Koretz, D. M., & Barton, K. E. (2003). Assessing students with disabilities: Issues and evidence (CSE Technical Report 587). Los Angeles, CA: University of California, Center for the Study of Evaluation.
Kristen, C., Edele, A., Kalter, F., Kogan, I., Schulz, B., Stanat, P., & Will, G. (2011). The education of migrants and their children across the life course. Zeitschrift für Erziehungswissenschaft, 14, 121-137. doi:10.1007/s11618-011-0194-3
Lovett, B. J. (2010). Extended time testing accommodations for students with disabilities: Answers to five fundamental questions. Review of Educational Research, 80, 611-638. doi:10.3102/0034654310364063
Lutkus, A. D., Mazzeo, J., Zhang, J., & Jerry, L. (2004). Including special-needs students in the NAEP 1998 reading assessment part II: Results for students with disabilities and limited-English proficient students (Research Report ETS-NAEP 04-R01). Princeton, NJ: ETS.
Millsap, R. E. (2011). Statistical approaches to measurement invariance. New York, NY: Routledge.
Minnema, J., Thurlow, M., Bielinski, J., & Scott, J. (2000). Past and present understandings of out-of-level testing: A research synthesis. (Out-of-Level Testing Project Report 1). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Retrieved from http://education.umn.edu/NCEO/OnlinePubs/OOLT1.html
Müller, K., Sälzer, C., Mang, J., & Prenzel, M. (2014, March). Kompetenzen von Schülerinnen und Schüler mit besonderem Förderbedarf. Ergebnisse aus dem PISA 2012 Förderschul-Oversample [Competencies of students with special educational needs. Results from the PISA 2012 oversample of special schools]. Paper presented at the Conference of the German Association for Empirical Educational Research, Frankfurt, Germany.
OECD – Organisation for Economic Co-Operation and Development. (1999). Measuring student knowledge and skills: A new framework for assessment. Paris, France: OECD.
Pearson (2011, October 7th). Pearson to develop framework for OECD’s PISA students assessment for 2015 [Pearson announcement]. Retrieved from http://www.pearson.com/news/2011/october/pearson-to-develop-frameworks-for-oecds-pisa-student-assessment-f.html?article=true
Pellegrino, J., Chudowsky, N., & Glaser, R. (2001). Knowing what students know: The science and design of educational assessment. Washington, D. C.: National Academy Press.
Pitoniak, M. J., & Royer, J. M. (2001). Testing accommodations for examinees with disabilities: A review of psychometric, legal, and social policy issues. Review of Educational Research, 71, 53-104. doi:10.3102/00346543071001053
Pohl, S. (2014). Longitudinal multi-stage testing. Journal of Educational Measurement, 50, 447-468.
doi: 10.1111/jedm.12028
Pohl, S., & Carstensen, C. H. (2012). NEPS Technical Report: Scaling the data of the competence test (NEPS Working Paper No. 14). Bamberg, Germany: University of Bamberg, National Educational Panel Study.
Pohl, S., & Carstensen, C. H. (2013). Scaling the competence tests in the National Educational Panel Study—Many questions, some answers, and further challenges. Journal for Educational Research Online, 5, 189-216.
Pohl, S., Gräfe, L., & Rose, N. (2014). Dealing with omitted and not reached items in competence tests - Evaluating approaches accounting for missing responses in IRT models. Educational and Psychological Measurement, 74, 423-452. doi: 10.1177/0013164413504926
Pohl, S., Haberkorn, K., Hardt, K., & Wiegand, E. (2012). NEPS technical report for reading—Scaling results of starting cohort 3 in fifth grade (NEPS Working Paper No. 15). Bamberg, Germany: University of Bamberg, National Educational Panel Study.
Pohl, S., Südkamp, A., Hardt, K., Carstensen, C. H., & Weinert, S. (2015). Testability and test-taking behavior of students with special educational needs in large-scale assessments. Manuscript submitted for publication.
Popham, W. J. (2000). Educational measurement. Boston, MA: Allyn and Bacon.
Rasch, G. (1960). Probabilistic models for some intelligence and attainment tests. Copenhagen: Nielsen & Lydiche (Expanded Edition, Chicago, University of Chicago Press, 1980).
Ritchey, K. D., Silverman, R. D., Schatschneider, C., & Speece, D. L. (2015). Prediction and stability of reading problems in middle childhood. Journal of Learning Disabilities, 48, 298-309. doi:10.1177/0022219413498116
Sireci, S. G., Scarpati, S. E., & Li, S. (2005). Test accommodations for students with disabilities: An analysis of the interaction hypothesis. Review of Educational Research, 75, 457-490. doi:10.3102/00346543075004457
Stocké, V., Blossfeld, H.-P., Hoenig, K., & Sixt, M. (2011). Social inequality and educational decisions in the life course. Zeitschrift für Erziehungswissenschaft, 14, 103-199. doi:10.1007/s11618-011-0193-4
Swanson. (1999). Reading research for students with LD: A meta-analysis of intervention outcomes. Journal of Learning Disabilities, 32, 504-532. doi:10.1177/002221949903200605
Thompson, S. J., Johnstone, C. J., Anderson, M. E., & Miller, N. A. (2005). Considerations for the development and review of universally designed assessments (NCEO Technical Report 42). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Thurlow, M. L. (2010). Steps toward creating fully accessible reading assessments. Applied Measurement in Education, 23, 121-131. doi:10.1080/08957341003673765
Thurlow, M. L., Bremer, C., & Albus, D. (2008). Good news and bad news in disaggregated subgroup reporting to the public on 2005-2006 assessment results (Technical Report 52). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Thurlow, M., Elliott, J., & Ysseldyke, J. (1999). Out-of-level testing: Pros and cons (Policy Directions No. 9). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Retrieved from http://education.umn.edu/NCEO/OnlinePubs/Policy9.htm
Tindal, G., Heath, B., Hollenbeck, K., Almond, P., & Harniss, M. (1998). Accommodating students with disabilities on large-scale tests: An experimental study. Exceptional Children, 64, 439–450
U.S. Department of Education, National Center for Education Statistics. (2013). Digest of Education Statistics, 2012 (NCES 2 014-015).
Verhoeven, L., & van Leeuwe, J. (2008). Prediction of the development of reading comprehension: A longitudinal study. Applied Cognitive Psychology, 22, 407-423. doi:10.1002/acp.1414
Weinert, F. E. (2001). Concept of competence: A conceptual clarification. In D. S. Rychen, L. & H. Salganik (Eds.), Defining and selecting key competencies (pp. 45-66). Seattle: Hogrefe & Huber.
Weinert, S., Artelt, C., Prenzel, M., Senkbeil, M., Ehmke, T., & Carstensen, C. H. (2011). Development of competencies across the life span. Zeitschrift für Erziehungswissenschaft, 14, 67-86. doi:10.1007/s11618-011-0182-7
Woodcock, S., & Vialle, W. (2011). Are we exacerbating students’ learning disabilities? An investigation of pre-service teachers’ attributions of the educational outcomes of students with learning disabilities. Annals of Dyslexia, 61, 223-241. doi:10.1007/s11881-011-0058-9
Wright, B. D., & Masters, G. N. (1982). Rating scale analysis: Rasch measurement. Chicago, IL: MESA Press.
Wu, M. (1997). The development and application of a fit test for use with marginal maximum likelihood estimation and generalized item response models (Unpublished doctoral dissertation). Melbourne, Australia: University of Melbourne.
Wu, M., Adams, R. J., Wilson, M., & Haldane, S. (2007). Conquest 2.0. [Computer Software] Camberwell, Australia: ACER Press.
Wu, Y.-C., Liu, K. K., Thurlow, M. L., Lazarus, S. S., Altman, J., & Christian, E. (2012). Characteristics of low performing special education and non-special education students on large-scale assessments (Technical Report 60). Minneapolis, MN: University of Minnesota, National Centre on Educational Outcomes.
Xu, X., Sikali, E., Oranje, A., & Kulick, E. (2011, April). Multi-stage testing in educational survey assessments. Paper presented at the annual meeting of the National Council on Measurement in Education (NCME), New Orleans, LA.
Yovanoff, P., & Tindal, G. (2007). Scaling early reading alternate assessments with statewide measures. Exceptional Children, 73, 184-201.
Ysseldyke, J. E., Thurlow, M. L., Langenfeld, K. L., Nelson, R. J., Teelucksingh, E., & Seyfarth, A. (1998). Educational results for students with disabilities: What do the data tell us? (Technical Report 23). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Zebehazy, K. T., Zigmond, N., & Zimmerman, G. J. (2012). Ability or access-ability: Differential item functioning of items on alternate performance-based assessment tests for students with visual impairments. Journal of Visual Impairment & Blindness, 106, 325-338.