Date of Award
Open Access Dissertation
This study explored the Person Dimension of validity by expanding on previous work (Kearns, Kleinert, Kleinert, & Towles-Reeves, 2006, Kopriva, Thurlow, Perie, & Lazarus, 2016; Thurlow, Wu, Quenemon, Towels, 2016; and Towles-Reeves, Kearns, Kleinert, & Kleinert, 2009) using data from the Learning Characteristics Inventory, which includes data on different aspects of students’ disabilities, and comparing those characteristics to level scores on state standardized assessments. There are aspects of students’ disabilities that have the potential to impact the validity of an assessment. The sample under analysis includes students in grades 4-8 (ages 9-13), eligible to take alternate assessment. Students with three years of data are used (N=989), in three cohorts: grades 4-6 (N=321), 5-7 (N=342), and 6-8 (N=326). Specific student characteristics examined include vison, alternative and augmentive communication devices, expressive communication levels, and the students identified primary disability. Differences across age groups as students change forms of the test were also examined. Each group is examined using descriptive statistics and the relationship between categorical variables from the LCI and the student level score from the state alternate science assessment.
Adams, N.(2019). The Person Dimension of Alternate Assessment Examined Using Achievement Results and Student Characteristics. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/5380