Incorporating Accessibility and Complexity Concepts Into Test Specification and Anchor Set Selection for Alternate Assessments of Alternate Achievement Standards

• In Event: 35.056 - Inclusion and Accommodation in Educational Assessment SIG Paper Session

Abstract

The study investigated how accessibility and complexity concepts can be incorporated in test specifications, including criteria for selection of anchor items for a common-item, non-equivalent groups equating design. The National Center and State Collaborative developed a conceptual framework (i.e., tiers) to maintain a single construct across of a group of items aligned to a given test standard while systematically varying the items’ complexity and supports/accessibility features. Results of item trials suggested that tiers were functioning somewhat consistently with empirical item difficulty. Tier 1 items were easier than the other items in their family. Mean tier p-values were consistently ordinal. This study contributes to literature by investigating performance of new, scaffolded item types to refine test and anchor specifications.

Authors

• Anne H. Davidson, Anne H. Davidson

• Sarah L. Hagge, CTB/McGraw-Hill LLC

• Bill Herrera, edCount, LLC

• Charlene Turner, edCount, LLC

• Martha L. Thurlow, University of Minnesota

• Karla L. Egan, EdMetric LLC

• Claudia P. Flowers, University of North Carolina - Charlotte

• Rachel F. Quenemoen, University of Minnesota