Abstract
This research evaluates the appropriateness of test accommodations among Chinese university students with hearing impairment, using reliability estimates and exploratory factor analysis. Study 1 explores the appropriateness of test directions accommodation for one nonverbal assessment (Group Embedded Figures Test) and two verbal assessments with increasing linguistic complexity levels (the Conceptions of Learning Inventory III and the Thinking Styles Inventory-Revised II) among 213 participants. Study 2 examines the appropriateness of combining test directions accommodation with language accommodation for the two revised verbal assessment, among a second sample of 366 participants. Results show that test directions accommodation was appropriate for nonverbal assessment, while the combination of test directions accommodation and language accommodation was more suitable for less linguistically complex verbal assessment. The limitations and significance of the study and implications for future studies are discussed.
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