Listening. Learning. Leading. Using Factor Analysis to Investigate the Impact of Accommodations on the Scores of Students with Disabilities on English-Language.

Slides:

Advertisements

Similar presentations

Qualitative Meta-Analysis/Data Synthesis of Recent Research on Validity of Test Accommodations for Students with Disabilities Mohamed Dirir Connecticut.

Advertisements

Designing Accessible Reading Assessments National Accessible Reading Assessment Projects General Advisory Committee December 7, 2007 Overview of DARA Project.

Copyright © 2004 Educational Testing Service Listening. Learning. Leading. Using Differential Item Functioning to Analyze a State English-language Arts.

Copyright © 2006 Educational Testing Service Listening. Learning. Leading. Using Differential Item Functioning to Investigate the Impact of Accommodations.

Impact of Read Aloud on Test of Reading Comprehension Cara Cahalan-Laitusis Educational Testing Service.

Copyright © 2004 Educational Testing Service Listening. Learning. Leading. Using DIF to Examine the Validity and Fairness of Assessments for Students With.

Examining Differential Boost from Read Aloud on a Test of Reading Comprehension at Grades 4 and 8 Cara Cahalan-Laitusis, Linda Cook, Fred Cline, and Teresa.

Examining Differential Boost from Read Aloud on a Test of Reading Comprehension at Grades 4 and 8 Cara Cahalan-Laitusis Linda Cook Fred Cline Teresa King.

Designing Accessible Reading Assessments Examining Test Items for Differential Distractor Functioning Among Students with Learning Disabilities Kyndra.

1 What Is The Next Step? - A review of the alignment results Liru Zhang, Katia Forêt & Darlene Bolig Delaware Department of Education 2004 CCSSO Large-Scale.

District Test Coordinator Training September 13, 2011.

A Deeper Look A Data Overview of Nickajack Elementary School Leslie Maples 4/5/2013.

Using Data to Meet Adequate Yearly Progress (AYP) Middle School Principal’s Breakout Session November 16, 2005.

How the Assessment System Works Required Training Module 4.

Standard Based IEP’s/MCA-M. Overview Why Standards Based IEPs? Eligibility for MCA-M MCA-M Decision Making PLAAFP Standards Goals Objectives.

Designing Accessible Reading Assessments Reading Aloud Tests of Reading Review of Research from the Designing Accessible Reading Assessments Projects Cara.

1 Joe Serna, Jr. Charter School Annual Report Lodi Unified School District Board of Education November 16, 2010 Michael Gillespie, Principal.

CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction 2014 Assessment and Accountability Information Meeting California.

Executive Summary  Did not meet API/AYP goals in language arts for the school or significant subgroups.  Did not meet API/AYP goals in math for the school.

1 Performance of English Language Learners on the 2008 Grades 3-8 ELA Tests David Abrams Assistant Commissioner for Standards, Assessment, and Reporting.

1 Utah Performance Assessment System for Students U-PASS Accountability Plan Judy W. Park Assessment & Accountability Director Utah State Office of Education.

Flexibility in Determining AYP for Students with Disabilities Background Information—Slides 2—4 School Eligibility Criteria—Slide 5 Calculation of the.

Parent, Student, and Teacher Perceptions of School Climate: Investigations Across Organizational Levels Christine DiStefano Diane M. Monrad R. John May.

Webinar Series to support Session # 3 ●Students with Disabilities ●Alternate Assessment.

Designing Accessible Reading Assessments Research on Making Large Scale Assessments More Accessible for Students with Disabilities Institute of Education.

1 The New York State Education Department New York State’s Student Reporting and Accountability System.

Multivariate Methods EPSY 5245 Michael C. Rodriguez.

Factor Analysis Psy 524 Ainsworth.

Valentine Elementary School San Marino Unified School District Standardized Testing and Reporting (STAR) Spring 2009 California Standards Test.

Social Science Research Design and Statistics, 2/e Alfred P. Rovai, Jason D. Baker, and Michael K. Ponton Factor Analysis PowerPoint Prepared by Alfred.

The Five New Multi-State Assessment Systems Under Development April 1, 2012 These illustrations have been approved by the leadership of each Consortium.

State Assessment Update MAER Annual Conference April 25, 2013.

HULL HIGH SCHOOL 10 th Grade MCAS Results and Comparisons Spring of 2008 Testing.

School Report Card ACCOUNTABILITY STATUS REPORT: ENGLISH LANGUAGE ARTS, MATHEMATICS, SCIENCE, AND GRADUATION RATE For GREENVILLE CSD.

Cara Cahalan-Laitusis Operational Data or Experimental Design? A Variety of Approaches to Examining the Validity of Test Accommodations.

1 Watertown Public Schools Assessment Reports 2010 Ann Koufman-Frederick and Administrative Council School Committee Meetings Oct, Nov, Dec, 2010 Part.

Factor Analysis Revealing the correlational structure among variables Understanding & Reducing Complexity.

1 The New York State Education Department New York State’s Student Data Collection and Reporting System.

CAHSEE Results Board Report 1 Lodi Unified School District 2009 California High School Exit Examination Results September 15, 2009.

Regional Assessment Network (RAN) Update Chun-Wu Li, Ph.D. Assessment and Accountability Services Riverside County Office of Education November 22, 2013.

Data-Driven Conversations with Special Education Teachers and Administrators to Improve Student Outcomes and State Accountability Emily Wolk Department.

James A. Farley School Report Card Presentation May 19, 2008 High Achieving School.

MCAS 2007 October 24, 2007 A Report to the Sharon School Committee and Dr. Barbara J. Dunham Superintendent of Schools Dr. George S. Anthony Director of.

Alternate Proficiency Assessment Erin Lichtenwalner.

03/18/04SB Alt Acheivement Stds1 Alternate Achievement Standards for Oregon’s Extended Assessments Action Item Oregon State Board of Education March 18,

Applied Quantitative Analysis and Practices

Mini-Project #2 Quality Criteria Review of an Assessment Rhonda Martin.

Multivariate Data Analysis Chapter 3 – Factor Analysis.

No Child Left Behind Impact on Gwinnett County Public Schools’ Students and Schools.

SANGER HIGH SCHOOL CALIFORNIA DISTINGUISHED SCHOOL CALSTAT LEADERSHIP SITE FOR COLLABORATION

Grades 3-8 Assessment Results. English Language Arts.

GEORGIA’S CRITERION-REFERENCED COMPETENCY TESTS (CRCT) Questions and Answers for Parents of Georgia Students February 11, 2009 Presented by: MCES.

Applied Quantitative Analysis and Practices LECTURE#17 By Dr. Osman Sadiq Paracha.

C R E S S T / U C L A UCLA Graduate School of Education & Information Studies Center for the Study of Evaluation National Center for Research on Evaluation,

BY MADELINE GELMETTI INCLUDING STUDENTS WITH DISABILITIES AND ENGLISH LEARNERS IN MEASURES OF EDUCATOR EFFECTIVENESS.

2016 CAASPP Results Overview and Reflection August

Spring 2016 PARCC and MCAS Results: Newton Public Schools

Principles of Language Assessment

2015 End of Course Examinations

Michigan’s Lessons and Uses of the CTEAG

Dr. Chin and Dr. Nettelhorst Winter 2018

Amy Clark, Meagan Karvonen, Russell Swinburne Romine, & Brooke Nash

A Parents’ Guide to the FL Standards Assessment

Validating Student Growth During an Assessment Transition

Shudong Wang, NWEA Liru Zhang, Delaware DOE G. Gage Kingsbury, NWEA

EPSY 5245 EPSY 5245 Michael C. Rodriguez

Presentation compiled by Oksana Popova 11th from 2014

H Gary Cook, Ph.D., Associate Scientist WIDA Senior Director of Assessment 2/25/2019.

CAASPP Results 2015 to 2016 Santa Clara Assessment and Accountability Network May 26, 2017 Eric E, Zilbert Administrator, Psychometrics, Evaluation.

Santa Ana Unified School District Dept. of Research and Evaluation

Presentation transcript:

Listening. Learning. Leading. Using Factor Analysis to Investigate the Impact of Accommodations on the Scores of Students with Disabilities on English-Language Arts Assessments Linda Cook, Daniel Eignor, Yasuyo Sawaki, Jonathan Steinberg, and Frederic Cline Educational Testing Service

Copyright © 2005 Educational Testing Service Listening. Learning. Leading. Purpose and Overview of the Study Purpose was to examine scores on ELA assessment for students with disabilities who took the test with and without accommodations and to compare them to scores on the assessment for students without disabilities who took the test without accommodations 4 th grade ELA assessment Accommodations specified in IEP or 504 plan Series of exploratory and confirmatory factor analyses Validate DIF criterion Is test measuring similar number of factors for studied groups?

Copyright © 2005 Educational Testing Service Listening. Learning. Leading.

Copyright © 2005 Educational Testing Service Listening. Learning. Leading.

Copyright © 2005 Educational Testing Service Listening. Learning. Leading.

Copyright © 2005 Educational Testing Service Listening. Learning. Leading.

Copyright © 2005 Educational Testing Service Listening. Learning. Leading.

Copyright © 2005 Educational Testing Service Listening. Learning. Leading.

Copyright © 2005 Educational Testing Service Listening. Learning. Leading. Exploratory Factor Analysis With Rotation Extracted 5,4,3,2,1 factors and rotated obliquely Five factor model (based on strands) did not show expected pattern Two factor model (based on reading and writing) did not show expected pattern Factors based on item type were weak

Copyright © 2005 Educational Testing Service Listening. Learning. Leading.

Copyright © 2005 Educational Testing Service Listening. Learning. Leading. Results of Exploratory Analyses Strong indication that test measures single factor for all three groups Followed up with confirmatory factor analyses Does two factor model based on reading and writing factors show significant gain in fit over one factor model?

Copyright © 2005 Educational Testing Service Listening. Learning. Leading.

Copyright © 2005 Educational Testing Service Listening. Learning. Leading. Summary Factor analyses indicate one factor needed to account for data Support use of total test score as matching criterion for DIF study Support aggregation of scores for AYP purposes Provide some evidence of validity of test for students with disabilities Further analyses is required to determine if single factors are the same factor for all groups of interest