|
||||||||||||||||||||||||||||||||||||||
ABOUT WCER NEWS Events Cover Stories Research News International Research Press WHAT'S THE RESEARCH ON...? PROJECTS All Active Projects All Completed Projects PUBLICATIONS LECTURE SERIES PEOPLE Staff Directory Project Leaders ERG - EVALUATION RESOURCES GROUP RESOURCES Conference Rooms Equipment GRANT SERVICES GRADUATE TRAINING SERVICE UNITS Director's Office Business Office Technical Services Printing & Mail EMPLOYMENT CONTACT INFO MyWCER WORKSPACE LOGIN |
 |
|||||||||||||||||||||||||||||||||||||
|
||||||||||||||||||||||||||||||||||||||
Accommodations For Math TestsWhat types of test items (multiple-choice or short-answer constructed response) do accommodations effect students' response on the most? Participants in a study conducted by Aleta Gilbertson Schulte and her colleagues (2001) performed one standard mathematics test with accommodations, and one without accommodations. Both students with disabilities and students without disabilities experienced beneficial effects from testing accommodations. Students with disabilities profited from accommodations on the multiple-choice items, while students without disabilities did not. Both groups profited equally from accommodations on the constructed response items. Read more at http://www.wcer.wisc.edu/archive/aoa/sub/all.html.
|
||||||||||||||||||||||||||||||||||||||
|
||||||||||||||||||||||||||||||||||||||
|
||||||||||||||||||||||||||||||||||||||
