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Smarter Balanced Math Assessment: An...

Bailey, Dana A.

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Smarter Balanced Math Assessment: An Examination of Its Construct Validity for Students with Known Reading and/or Writing Disabilities.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Smarter Balanced Math Assessment: An Examination of Its Construct Validity for Students with Known Reading and/or Writing Disabilities./
作者:	Bailey, Dana A.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	120 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
標題:	Special education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10811788
ISBN:	9780355883695

Smarter Balanced Math Assessment: An Examination of Its Construct Validity for Students with Known Reading and/or Writing Disabilities.
Bailey, Dana A.

Smarter Balanced Math Assessment: An Examination of Its Construct Validity for Students with Known Reading and/or Writing Disabilities. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 120 p.

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ph.D.(Educ.))--Seattle Pacific University, 2018.

The evolution of standards based assessment, beginning with the No Child Left Behind Act (NCLB, 2001) and progressing into the Every Student Succeeds Act (ESSA, 2015), maintains high stakes testing as an expected component of the public school experience. For students with specific learning disabilities (SLD) in reading and/or writing, meeting standard on the currently mandated Smarter Balanced Math Assessment (Office of Superintendent of Public Instruction [OSPI], 2018; SBAC, 2018) presents unique challenges. On the Smarter Balanced Assessment (SBA), students are expected to solve math problems that require language skills, specifically skills which are deficient in students with learning disabilities in reading and/or writing. In particular, Claim 3 (SBAC, 2018) requires students to explain your thinking, and construct and evaluate an argument. These are examples of test questions that, for a student with learning disabilities, may be difficult to answer regardless of math ability. Although SBA authors attempted to mitigate specific learning disabilities with allowable testing accommodations, one might ask, if the student is unsuccessful on these math questions, is it due to lack of math ability or due to the impact of the specific learning disability in reading and/or writing? Examining elements of non-construct variance and construct validity is worthy of investigation for secondary students, for whom meeting standard on these required exams holds lasting consequences. This paper will explore the elements of non-construct variance and construct validity of achieved math SBA scores as it pertains to students with documented learning disabilities in reading and/or writing.

ISBN: 9780355883695Subjects--Topical Terms:

516693
Special education.

Smarter Balanced Math Assessment: An Examination of Its Construct Validity for Students with Known Reading and/or Writing Disabilities.
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