Investigating the Effects of Test Accommodations with Process Data for English Learners in a Mathematics Assessment

Implementing a randomized controlled trial design, the present study investigated the effects of two types of accommodations, linguistic modification and a glossary, for English learners (ELs) taking a computer-based mathematics assessment. Process data including response time and clicks on glossary...

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Bibliographic Details
Published in:Educational assessment 2022, Vol.27 (1), p.27-45
Main Authors: Wolf, Mikyung Kim, Yoo, Hanwook, Guzman-Orth, Danielle, Abedi, Jamal
Format: Article
Language:English
Subjects:
Achievement tests
Computer Assisted Testing
Data processing
Educational evaluation
English as a second language
English as a second language learning
English Language Learners
Glossaries
Grade 9
Hispanic American Students
Language Usage
Mathematics
Mathematics education
Mathematics Tests
Program Effectiveness
Reaction Time
Reading Skills
Students
Testing Accommodations
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Summary:Implementing a randomized controlled trial design, the present study investigated the effects of two types of accommodations, linguistic modification and a glossary, for English learners (ELs) taking a computer-based mathematics assessment. Process data including response time and clicks on glossary words were also examined to better interpret students' interaction with the accommodations in the testing conditions. Regression and ANOVA analyses were performed with data from 513 students (189 ELs and 324 non-ELs) in Grade 9. No statistically significant accommodation effects were detected in this study. Process data revealed possible explanations (i.e., student engagement and glossary usage) for the nonsignificant results. Implications for future research on test accommodations for EL students are discussed.
ISSN:1062-7197
1532-6977
DOI:10.1080/10627197.2021.1982693