Revised Article Summary
Camara, W. (2009). Validity evidence in accommodations for English language learners and students with disabilities. Journal of Applied Testing Technology, 10 (2) spec iss
Validity evidence refers to data researchers need to collect to demonstrate they are measuring nature of the test, if the content of the test reflects upon on the object of the test.
The current article is designed to provide validity evidence to accommodate language learners with disabilities. Several studies reviewed in this article extend the literature in terms of examining the following two questions of validity and comparability of assessments with three groups namely students with disabilities, English Language Learners, and English Language Learners with disabilities.
The first question concerns with whether the impairment caused by special needs is relevant or not relevant to the construct, which refers to what researchers need to assess or measure.
The second question is whether the accommodation has introduced construct irrelevant variance with three groups – students with disabilities, English Language learners, and English Language learners with disabilities. Previous studies examined the psychometric characteristics of items and tests administered under various conditions with these three groups in order to help testing professionals gain practical insights into issues of validity as they relate to accommodations and special groups. Based on the previous studies, there is evidence that impairments as well as accommodated assessments can introduce construct-irrelevance. Traditional empirical approaches to establishing comparability are divided into two steps: first, minimizing departures from standardization and second, demonstrating whether there are scores changes between normal and special students. Such approaches are not feasible in an environment where alternative assessments may differ in many forms from standardized assessments. The...