Students' Perceptions of Testing Accommodations: What We Know, What We Need to Know, and Why It Matters

Students with disabilities are often given tests under accommodated conditions to reduce the effect of their disability on their scores. Students' perceptions of their own accommodations are important for several reasons and have been the topic of a number of research studies. Some studies have...

Full description

Saved in:
Bibliographic Details
Published in:Journal of applied school psychology 2013-01, Vol.29 (1), p.72-89
Main Authors: Lovett, Benjamin J., Leja, Ashley M.
Format: Article
Language:English
Subjects:
Accommodation
Accuracy
Anxiety
assessment
Attitudes
Context Effect
Coordination
Disabilities
Disabled
Discomfort
Educational Research
exceptional children
Individualized Education Programs
Kaufman Test of Educational Achievement
Perceptions
Role
School Psychologists
Schools
Self Advocacy
Student Attitudes
Students
Surveys
Test Validity
Testing
Testing Accommodations
testing accomodations
Woodcock Johnson Tests of Achievement
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Students with disabilities are often given tests under accommodated conditions to reduce the effect of their disability on their scores. Students' perceptions of their own accommodations are important for several reasons and have been the topic of a number of research studies. Some studies have tested students under multiple conditions and asked for their reactions; other studies have given general attitude surveys about accommodations. Research has shown that accommodations generally reduce anxiety and discomfort during testing, but students' opinions about the practice of providing accommodations are often conflicted and depend on the particular accommodation under discussion. This review describes the current research on students' perceptions of accommodations, derives implications for practicing school psychologists, and offers further questions to guide future research.
ISSN:1537-7903
1537-7911
DOI:10.1080/15377903.2013.751477