Test Administrators' Perspectives on the Use of the Read Aloud Accommodation in Math on State Tests for Accountability (NCEO Technical Report)
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Test Administrators' Perspectives on the Use of the Read Aloud Accommodation in Math on State Tests for Accountability (NCEO Technical Report)
Published Date
2012-10
Publisher
University of Minnesota, Institute on Community Integration, National Center on Educational Outcomes (NCEO)
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Report
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A report describing a study conducted by NCEO, in collaboration with the South Dakota Department of Education, that used focus group methodology to look closer at what happens in the room on test day when the read-aloud accommodation is used on mathematics assessments. Focus groups were conducted with educators who had administered the read-aloud accommodation for the South Dakota state mathematics assessment. Focus group discussions revealed a variety of issues on the read-aloud accommodation. Results from this study may inform local and state level policies on read-aloud administration.
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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. This report was funded with partial
support from the Multi-state GSEG Toward a Defensible AA-MAS.
This project is supported by General Supervision Enhancement Grants
(#H373X070021) from the Research to Practice Division, Office of Special
Education Programs, U.S. Department of Education. Opinions expressed
herein do not necessarily reflect those of the U.S. Department of
Education or Offices within it.
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Thurlow, Martha; Altman, Jason; Edwards, Lynn; Lazarus, Sheryl; Hodgson, Jennifer. (2012). Test Administrators' Perspectives on the Use of the Read Aloud Accommodation in Math on State Tests for Accountability (NCEO Technical Report). Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/173975.
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