School of Education | University of Wisconsin–Madison
Authors: Deitra Gibson, Frances B. Haeberli, Todd A. Glover, Elizabeth A. Witter July 2003, 29 pp. Abstract: Testing accommodations used in students’ individualized education programs (IEPs) or recommended by classroom teachers were investigated. Three domains of testing accommodations are examined: The study explores factors that may influence the implementation of recommended testing accommodations. The Assessment …
Authors: Ryan J. Kettler, Bradley C. Niebling, Andrew A. Mroch, Elizabeth S. Feldman, Markeda L. Newell June 2003, 19 pp. Abstract: The purpose of this study was to examine the effects of testing accommodations on the mathematics and reading test scores of a sample of 119 fourth graders and 78 eighth graders. The sample included …
Author: David Williamson Shaffer June 2003, 18 pp. Abstract: Successful curricula are not collections of isolated elements; rather, effective learning environments function as coherent systems (Brown & Campione, 1996; see also Papert, 1980; Shaffer, 1998). The theory of pedagogical praxis begins with the premise that computers and other information technologies make it easier for students …
Author: Robert H. Meyer April 2003, 15 pp. Abstract: This paper draws on mathematics achievement data from Milwaukee middle school students to illustrate the value-added approach to estimating school performance. Value-added indicators differ from traditional attainment indicators such as average test scores in that they are designed to capture the contribution of schools to growth …
Authors: M. Bruce King, Peter Youngs April 2003, 16 pp. Abstract: Since the fall of 1999, the Research Institute on Secondary Education Reform for Youth with Disabilities (RISER) has studied inclusion and instructional reform in four U.S. secondary schools. This article analyzes general education teachers’ views on Across the four schools, teachers were committed to …
Authors: Sylvia C. Lang, Patrick J. Kumke, Erin L. Cowell, and Corey E. Ray April 2003, 21 pp. Abstract: This study examined Students with and without disabilities completed math and reading achievement tests with and without accommodations. Students, parents, and teachers then completed questionnaires to share their views on the use of testing accommodations. Significant …
Authors: Andrew T. Roach, Stephen N. Elliott, Norman L. Webb March 2003, 62 pp. Abstract: The primary purpose of the investigation was to determine the extent to which Pearson correlations between the importance ratings of WAA items by the WAA Leadership Team (N = 10) and (a) the rates of WAA item applicability (i.e., the …
Authors: Stephen N. Elliott, Ann M. Marquart January 2003, 25 pp. Abstract: The purpose of this investigation was to examine the effect of a commonly used testing accommodation — extended time — on the performance of students with disabilities, students educationally at risk in math, and students without disabilities. Eighth-grade students (N = 69) completed …
Author: Norman L. Webb April 2002, 19 pp. Abstract: This is a report of ongoing work in Milwaukee Public Schools (MPS) in the area of assessment literacy. Increased mandates from both the state and the district, and MPS’s decentralization of assessment functions to schools, have placed greater demands on teachers and principals to implement and …
Author: Sarah Mason April 2002, 9 pp. Abstract: This two-year project, funded by the Joyce Foundation, was a collaboration of the Wisconsin Center for Education Research with UCLA’s National Center for Research on Evaluation, Standards, and Student Testing (CRESST) and the Milwaukee Public Schools (MPS). The project was designed to increase the capacity of six …