Extended Time Accommodation Research Articles

Fuzzy Regression Discontinuity Designs With Multiple Control Groups Under One-Sided Noncompliance: Evaluating Extended Time Accommodations

Since its conception by Thistlethwaite and Campbell, a regression discontinuity (RD) design has continuously evolved and progressed in various aspects. This paper explores a novel theoretical advancement in fuzzy RD designs by combining them with multiple control groups under one-sided noncompliance. Within this approach, we estimate the average treatment effect on the treated at the cutoff from the fuzzy RD design and construct its bounds derived from multiple control groups. Using the bounds as a sensitivity check, we examine whether the underlying causal or statistical assumptions for the fuzzy RD design are warranted. We verify the effectiveness of our approach via a simulation study and demonstrate its application by studying the effect of extended time accommodations using data from the National Assessment of Educational Progress.

Extended time test accommodations: Does use correspond to score comparability for students with disabilities deemed in need?

AbstractExtended time is frequently recommended for students with disabilities (SWD) with an intent to remove barriers to accurate measurement of their underlying knowledge and skills. However, empirical findings have varied in terms of whether extended time conditions are an appropriate method for doing so, raising questions of whether frequent recommendation is warranted. Existing score comparability studies have not carefully attended to whether students for whom the extended time accommodation has been recommended truly need, use, and benefit from extended time. In the current study, math test process data from the National Assessment of Educational Progress were used to explore and compare score comparability, as determined via analysis of differential item functioning, for SWD specifically deemed by school teams to need extended time. Score comparability was evident regardless of whether or not the students actually used extended time, begging the question of whether, for many SWD, extended time is truly necessary for score comparability to be achieved. Implications for practice, including methods for more specifically identifying who indeed needs extended time, as well as options for alternative accommodations and interventions that may better target the needs of students who don't truly need and/or use it are offered.

Text-to-Speech Technology and Math Performance: A Comparative Study of Students With Disabilities, English Language Learners, and Their General Education Peers

This study investigates the relationship between text-to-speech (TTS) usage and item-by-item performance in the 2017 eighth-grade National Assessment of Educational Progress (NAEP) math assessment, focusing on students with disabilities (SWDs), English language learners (ELLs), and their general education (GE) peers. Results indicate that all students use TTS more for longer and more difficult math items as well as for multiple-choice or short-response formats. Among SWDs and GE students, lower math proficiency and higher perceived time pressure are linked to higher TTS usage. Moreover, among GE students, factors such as male gender, minority status, lower math persistence, and higher math interest and effort during testing contribute to higher TTS usage. TTS usage is positively associated with item performance for SWDs and ELLs who received extended time accommodations but not for those who did not receive such accommodations or for general education students. The study suggests that the time constraints of speeded digital assessments may limit the potential benefits of TTS for SWDs and ELLs in math problem-solving.

Extended Time Accommodation and the Academic, Behavioral, and Psychological Outcomes of Students With Learning Disabilities.

This study analyzed performance, process, and survey data of eighth graders with learning disabilities (LDs) who took the 2017 National Assessment of Educational Progress (NAEP) digital math test. Compared with students with LDs who did not receive extended time accommodations (ETAs), students with LDs who received and used ETA scored significantly higher on the test, whereas students with LDs who received but did not use ETA scored significantly lower on the test. In addition, students with LDs in the two ETA groups reported a lower level of perceived time pressure and a higher level of math interest and enjoyment than their peers who did not receive ETA. For students with LDs who received ETA, optimal performance was achieved with 50% additional time, while their peers who did not receive ETA typically performed best when utilizing most of their allotted time. The analysis of process data revealed that students with LDs who used ETA performed more actions, had a higher number of revisits, used universal design digital tools more frequently, and performed better on time-consuming items than their peers who did not receive ETA at the same level of math performance.

Extended Time Accommodations on the 2017 NAEP Grade 8 Mathematics Test: Eligibility, Use, and Benefit

Extended testing time is a common accommodation given to students with disabilities. However, little is known about whether students who are eligible for the accommodation actually use it, and with what effect. The present study used process data available from the digitally delivered 2017 National Assessment of Educational Progress (NAEP) mathematics test to explore these topics. We found that although the majority of students with special education plans were eligible for extended time accommodations, most of those eligible students did not actually take any additional time at all to complete the test. We describe differences in eligibility for extended time and use of extended time that were identified according to gender, race/ethnicity, disability type, family income level, English Learner status, perceived importance of the test, and use of the text-to-speech (TTS) accessibility feature. Use of extended time (among eligible students) was associated with higher performance. Implications for practice and future research are discussed.

Regression Discontinuity Designs With an Ordinal Running Variable: Evaluating the Effects of Extended Time Accommodations for English-Language Learners

Regression discontinuity (RD) designs are commonly used for program evaluation with continuous treatment assignment variables. But in practice, treatment assignment is frequently based on ordinal variables. In this study, we propose an RD design with an ordinal running variable to assess the effects of extended time accommodations (ETA) for English-language learners (ELLs). ETA eligibility is determined by ordinal ELL English-proficiency categories of National Assessment of Educational Progress data. We discuss the identification and estimation of the average treatment effect (ATE), intent-to-treat effect, and the local ATE at the cutoff. We also propose a series of sensitivity analyses to probe the effect estimates’ robustness to the choices of scaling functions and cutoff scores and remaining confounding.

Determining the appropriateness of extended time accommodations in standardized cognitive ability testing.

Determining the appropriateness of extended time accommodations in standardized cognitive ability testing.

Supplemental Material for Determining the Appropriateness of Extended Time Accommodations in Standardized Cognitive Ability Testing

Supplemental Material for Determining the Appropriateness of Extended Time Accommodations in Standardized Cognitive Ability Testing

Group Differences in the Value of Subscores: A Fairness Issue

The aim of this article was to examine the quality of subscores from a test fairness perspective. We were using a method based on classical test theory to study group differences in the value that subscores from a typical college admission test add to the total test score. Significant group differences in such subscore value would raise questions about fairness for that testing program. In particular, differences in subscore value between subgroups based on certain accommodations could indicate problems with the appropriateness of the accommodation. The groups in this study were males and females, and additionally a typical time adaptation given to test takers in need of extended time was analyzed. We found that the value added ratio (VAR) for all subscores in the studied test were slightly larger for males than for females. There were some differences between subgroups with respect to the extended time accommodation, but they were not systematic in the same way as for males/females. While the differences in the subscores’ added value were small in general, they may in some instances be large enough to pose a threat to a valid and fair interpretation and use of test scores.

Perceptions of Extended Time Accommodations Among Postsecondary Students With Disabilities

ABSTRACT Students with disabilities often take tests using extended time accommodations, which provide students with additional time to complete tests in order to reduce the impact of their disability on their scores. At the postsecondary level, students with disabilities must take the initiative to seek and request accommodations, and their perceptions of them likely influence which, if any, accommodations they use when taking a test. Through semi-structured interviews with postsecondary students with disabilities, the current study identified students’ perceptions about extended time accommodations, including the frequency with which they use their extended time, factors that impact their usage (e.g., test format, disability symptoms), and obstacles they face in obtaining and utilizing their accommodations (e.g., instructor-related concerns, social ramifications). It is hoped that these findings assist disability service providers (DSPs), psychologists, and students with disabilities in making more informed decisions regarding the use and provision of extended time accommodations.

Test anxiety: perceptions of American community college nursing students

BackgroundNowadays, there are common phenomena among college nursing students who reported increasingly test anxiety. The purpose of this phenomenological study was to increase understanding of American community college nursing students and their experiences using anextended time and other form of supportive accommodation to address test anxiety.MethodsThis study utilized focus group interview and carefully selected eight participants to join this research. The authors completed coding, categorizing, and identification of themes based on Moustakes’ (1994, in Phenomenological research methods. Sage, Thousand Oaks) approach to data analysis. A transcription of the focus group recording was read to inform a general impression of the experiences of our participants. A final list of significant statements was developed, and from this list the authors grouped them into larger units of information and from these units, identified common themes (Creswell 2013 in Qualitative inquiry and research design: choosing among five approaches. Sage, Thousand Oaks).ResultsImplementation of, and data analysis from, an eight-member focus group interview revealed six themes: (a) students’ feelings of being anxious and overwhelmed, (b) the impact of nursing school stress, (c) the perceived benefits of using test accommodations, (d) environmental influences, (e) challenges and supportive structures for securing accommodations, and (f) metaperception of stigmatization.ConclusionsIn this study, students reported a benefit from using extended time for testing and noted the importance of the testing environment as an essential feature of the accommodation. Challenges faced by students included the ordeal of getting a diagnosis and potential for stigmatization. Participants indicated teachers provided essential support during this process. Study results suggest extended time accommodation provides an added level of fairness in the process of learning evaluation.

ADHD Symptoms and Benefit From Extended Time Testing Accommodations

Objective: To investigate the relationship between ADHD symptoms, executive functioning problems, and benefit from extended time testing accommodations. Method: College students completed a battery of measures assessing processing speed and reading fluency, reading comprehension (under two different time limits), symptoms of ADHD, executive functioning deficits, and perceptions of need for extended time. Results: Students reporting more symptoms of ADHD and executive functioning deficits actually benefited less from extended time, and students’ perceptions of their timing needs did not predict benefit. Conclusion: Students with more ADHD symptoms are less likely to use extended time effectively, possibly because of their associated executive functioning problems. These results suggest there may be little justification for examining a student’s ADHD symptoms when making extended time accommodation decisions.

Effects of Extended Time for College Students With and Without ADHD

Objective: The number of students with a disability requesting test accommodations has been steadily increasing in higher education settings. The present study examined the effects of extra time on the reading comprehension performance of college students with and without ADHD. Method: A modified version of The Nelson–Denny Reading Test was completed by 38 college students with ADHD and 38 matched controls under three conditions: standard time, time and one half, and double time. Results: Groups did not differ in the number of items attempted or correctly answered at standard time, time and one half, or double time. Comparing the ADHD group at extended time to non-ADHD peers at standard time, the ADHD group attempted and answered significantly more test items. Conclusion: Extra time conferred an advantage to the ADHD group, suggesting that extended time accommodations are not specific and perhaps not necessary for all college students with an ADHD diagnosis.

The Impact of Extended Time Accommodations on Differential Item Functioning in High-Stakes Licensure Examinations

The Americans with Disabilities Act requires licensure and certification programs to provide appropriate accommodations for candidates with disabilities. This study investigated whether NCLEX-RN® candidates with disabilities who tested under an extended time accommodation had an unfair advantage over candidates who tested under the standard condition and found that NCLEX-RN items of similar difficulty performed largely the same for the two groups. The study contributes to research by providing evidence to support the fact that the fairness of high-stakes licensure examinations is maintained when candidates receive extended time accommodations.

Extended Time Testing Accommodations for Students With Disabilities

Extended time is one of the most common testing accommodations provided to students with disabilities. It is also controversial; critics of extended time accommodations argue that extended time is used too readily, without concern for how it changes the skills measured by tests, leading to scores that cannot be compared fairly with those of other students. Advocates argue, instead, that many students with disabilities are only able to demonstrate their skills with extended time. This article reviews a wide variety of empirical evidence to draw conclusions about the appropriateness of extended time accommodations. The evidence reviewed raises concerns with the way that extended time accommodations are currently provided, although the same literature also points to potential solutions and best practices.

Extended time on academic assignments: Does increased time lead to improved performance for children with attention-deficit/hyperactivity disorder?

Researchers examined the impact of an extended time accommodation on appropriate classroom behavior and rate of work completion for 33 children with attention-deficit/ hyperactivity disorder (ADHD). Participants received standard (30 min) or extended (45 min) time to complete seatwork in a within-subject, crossover design study. Appropriate behavior (i.e., rule-following behavior) and rate of problems completed accurately per minute were compared across conditions. Children completed significantly more problems correctly per minute when given standard time compared with extended time; however, no difference in appropriate behavior was found between the two conditions. Appropriate behavior over time was examined by segmenting each condition into time intervals. Analyses indicated that children’s appropriate behavior significantly decreased over time in both conditions. The implications of these findings are discussed.

A Longitudinal Analysis of State Accommodations Policies

State accommodations policies affect the way that students with disabilities are included in large-scale assessments. This articles uses information collected by the National Center on Educational Outcomes to analyze how accommodations policies changed between 1993 and 2005. Throughout the 1990s, state accommodations policies often sought to level the playing field for students with disabilities. In recent years, more emphasis has been placed on seeking to ensure that the accommodations permit valid measurement of test constructs. Accommodations that involve the use of technology and the extended time accommodation are generally better accepted now than in the past. There continues to be no consensus across states about how several accommodations, including calculator, read aloud questions, sign interpret questions, and spell-checker, should be included in the policies, and states may want to consider focusing on the creation of high-quality, universally designed assessments that minimize the need for accommodations.

Extended Time Accommodations and the Mathematics Performance of Students With and Without ADHD

Test accommodations such as extended time are presumed to reduce the impact of a disability, while not affecting test scores of the general population. This study examined the effects of an extended time (time and one-half) accommodation on the mathematics performance of fifth-to seventh-grade students with and without attention deficit hyperactivity disorder (ADHD). The results did not support the differential boost hypothesis in that the ADHD group did not make more gains than the control group with extended time. However, the ADHD group did demonstrate lower processing speed, math fluency, and achievement. These findings suggest that, although students with ADHD tend to work with less overall efficiency in terms of processing speed and task fluency, they do not benefit significantly more than nondisabled students when given extended time on a speed-based math task. Implications for future research and accommodations policies are discussed.

Extended Time as a Testing Accommodation: Its Effects and Perceived Consequences

This investigation examined the effect of an extended time testing accommodation on the performance of students with disabilities, students educationally at risk in math, and students without disabilities. Ninety-seven eighth-grade students completed two equivalent forms of a standardized mathematics test, each under different testing conditions (standard time 20 mins.; extended time 40 mins.). It was predicted that both disability status and mathematical skill level would interact with the effectiveness of the extended time accommodation, such that students with disabilities and students with low math skills would benefit significantly from the extended time accommodation, but students without disabilities would not. Outcomes indicated that there were no significant differences by disability status; however, there was evidence to support differences between the three student groups in the amount of change in their performance in the two time conditions. Follow-up surveys indicated that the vast majority of students reacted more positively to the accommodated or extra time condition than to the nonaccommodated condition. These results are discussed within a validity framework and future research is outlined on extended time as an accommodation.

PREDICTIVE VALIDITY OF SAT® I: REASONING TEST FOR TEST‐TAKERS WITH LEARNING DISABILITIES AND EXTENDED TIME ACCOMMODATIONS

ABSTRACTThe predictive validity of the SAT® I: Reasoning Test was examined for students who took the test with an extended time accommodation for a learning disability. The sample included college students with learning disabilities who took the SAT I between 1995 and 1998 with extended time accommodations. First year grade point average (FGPA) was used as a measure of student performance. Although positive, the adjusted correlation between FGPA and SAT scores was lower for test‐takers with a learning disability than has been shown in prior research on test‐takers without disabilities. In addition, the SAT scores obtained with an extended time accommodation appear to overpredict FGPA for male test‐takers with a learning disability and accurately predict FGPA for female test‐takers with a learning disability. When the same students were examined using both SAT I test scores and self‐reported high school grade point average (HSGPA) to predict FGPA, the scores and grades of male test‐takers did not under‐ or overpredict while the scores of female test‐takers underpredicted FGPA. Due to the relatively small sample size, additional research is required to examine group differences (e.g., type of learning disability, severity of disability) and the impact of differential support received from college disability service offices during the first year of college.