Abstract
This article reports on findings from a review of statewide large-scale test blueprints. The qualitative and descriptive numerical review of themes found in state blueprints provides information on trends in statewide reading assessments. These trends are then set against the backdrop of testing accommodations for students with disabilities. Results indicate that most constructs tested in statewide assessments are amenable to accommodations, but some present challenges (e.g., those that test foundational skills of reading such as phonemic awareness). Next steps are proposed, focusing on both paper-based and computerized statewide tests.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 17-25 |
| Number of pages | 9 |
| Journal | Journal of Special Education |
| Volume | 46 |
| Issue number | 1 |
| DOIs | |
| State | Published - May 2012 |
Bibliographical note
Funding Information:The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was conducted by the National Accessible Reading Assessment Projects through a Cooperative Agreement (#H324F040002) with the National Center for Special Education Research, U.S. Department of Education. Opinions expressed in this article do not necessarily reflect those of the U.S. Department of Education or Offices within it.
Copyright:
Copyright 2012 Elsevier B.V., All rights reserved.
Keywords
- accountability
- assessment
- disability
- reading
- state standards
