Policy guidelines of the Education Quality and Accountability Office (EQAO) state that accommodations and participation decisions on the Ontario Secondary School Literacy Test (OSSLT) do not threaten validity. However, these issues are contentious in American large-scale testing. New approaches integrate test access, administration, accommodation and participation within a unified fairness and validity construct. The current study, based on demographic and outcome data for the entire population of OSSLT-eligible students from 2006 to 2009, demonstrates changing patterns in accommodations and participation decisions across schools and years. In particular, English language learners are found to be considerably underrepresented among students receiving special needs accommodations. This has implications for the valid interpretation and fair use of test scores. Recommendations are proposed for improving fairness, consistency, and validity in administering accommodations and participation.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/27320 |
| Date | 24 May 2011 |
| Creators | Black-Allen, Jesse |
| Contributors | Jang, Eunice |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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