Considerations When Including Students with Disabilities in Test Security Policies (NCEO Policy Direction)
2015-02
Title
Considerations When Including Students with Disabilities in Test Security Policies (NCEO Policy Direction)
Authors
Published Date
2015-02
Publisher
University of Minnesota, Institute on Community Integration, National Center on Educational Outcomes (NCEO)
Type
Report
Abstract
Description
A report concluding that assessments better measure what students know and can do when states and consortia thoughtfully consider how to balance test security and accessibility. Many states are concerned that their test security policies may not adequately address accommodated tests, alternate assessments, and other related issues. For example, a survey conducted by the U.S. Government Accountability Office (2013) found that 45 states believed that their state test was vulnerable to cheating when testing students in need of accommodations. Test security policies and procedures need to address test administration procedures, accommodations, and other issues related to students with disabilities to help ensure the integrity and validity of a test. A fundamental consideration when evaluating the validity of an assessment is the "fairness" of the test.
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The Center is supported through
a Cooperative Agreement
(#H326G110002) with the Research
to Practice Division, Office of
Special Education Programs, U.S.
Department of Education. The
contents of this Policy Directions do
not necessarily represent the policy
or opinions of the U.S. Department
of Education or Offices within
it. Readers should not assume
endorsement by the federal
government.
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Suggested citation
Thurlow, Martha; Lazarus, Sheryl. (2015). Considerations When Including Students with Disabilities in Test Security Policies (NCEO Policy Direction). Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/174039.
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