Ability or Access-ability: Differential Item Functioning of Items on Alternate Performance-Based Assessment Tests for Students with Visual Impairments
Notice bibliographique
Résumé
Introduction This study investigated differential item functioning (DIF) of test items on Pennsylvania's Alternate System of Assessment (PASA) for students with visual impairments and severe cognitive disabilities and what the reasons for the differences may be. Methods The Wilcoxon signed ranks test was used to analyze differences in the scores of the students with visual impairments and severe cognitive disabilities who took the Grade 3–4 or 7–8 Level A PASA compared to matched peers without visual impairments. The students with visual impairments were analyzed as a group and by level of functional vision. Logical analyses of videotaped assessments of the students with visual impairments were conducted to identify potential sources of DIF. Results Among the functional vision groups, 17 instances in reading and 22 instances in math were flagged for DIF, with 14 skills in reading and 13 in math emerging as harder for students with visual impairments. The types of items that were significantly different included those involving money, matching, and selecting the smallest. Potential reasons for the differences included students needing a better orientation to test materials; the influence of lucky guesses based on distractor characteristics; and the influence of accommodations, such as the substitution of objects. Discussion The results demonstrate the complexity and importance of evaluating the validity of alternate performance-based assessments for students with visual impairments and severe cognitive disabilities. The themes that emerged suggest the need to structure alternate assessment tasks for consistent orientation to materials and to consider closely how accommodations affect the difficulty of the tasks. Implications for practitioners Practitioners should consider how the reading progression for their students with visual impairments and severe cognitive disabilities is related to alternate standards and the instruction that is in place to learn concepts that were missed incidentally. Practitioners can help improve alternate assessments by communicating with their states about the types of tasks that are difficult to accommodate in their current format or by requesting guidance in making meaningful accommodations that maintain the intent of the items.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».