The Validity of ITBS Reading Comprehension Test Scores for Learning Disabled and Non Learning Disabled Students under Extended-Time Conditions.

Abstract

This study investigated the effect of extended-time limits in terms of performance levels and score comparability for reading comprehension scores on the Iowa Tests of Basic Skills (ITBS). The first part of the study compared the average reading comprehension scores on the ITBS of 61 sixth-graders with learning disabilities and 397 non learning disabled sixth-graders under two timing conditions (extended-time vs. standard-time). The second part of the study examined whether the scores arising from the two timing conditions measured the same construct (i.e., reading comprehension) for both groups of students. Results indicate that students with learning disabilities made significantly larger gains on the ITBS Reading Comprehension Test under extended-time conditions than students without learning disabilities who received appropriate timing instructions. Results also found testing directions had an effect on student performance. Non learning disabled students given instructions to take their time did not perform any differently than students with learning disabilities under extended-time conditions. When students without disabilities were told to work at a slow and careful pace, where time was not a factor, they made significant gains under extended-time conditions; however, when they were told to work at a normal rate, they did not make significant gains. (Contains 33 references.) (CR) Reproductions supplied by EDRS are the best that can be made from the original document. THE VALIDITY OF ITBS READING COMPREHENSION TEST SCORES FOR LEARNING DISABLED AND NON LEARNING DISABLED STUDENTS UNDER EXTENDED-TIME CONDITIONS Ronald L. Huesman, Jr. David A. Frisbie The University of Iowa U.S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Vhis document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official NIE position or policy. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY ___Flke 5 Alan, Jr._ TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 Paper presented at the Annual Meeting of the National Council on Measurement in Education New Orleans, LA April, 2000 2 BEST COPY AVAILABLE Abstract The purpose of this study was to determine the effect of extended-time limits on test performance and score comparability for the ITBS Reading Comprehension scores of learning disabled (LD) and non learning disabled (NLD) students. The extension of testing time is expected to alleviate an irrelevant source of difficulty for LD students (i.e., slower rate of information processing) and allow them enough time to demonstrate their achievement. Students identified by their school as LD (n=129) and two groups of NLD students (n=235 and n=162) participated. The two NLD groups were not combined due to unplanned differences in test administration conditions. Testing occurred as part of each school's annual testing program and was to resemble a standard administration, except for the extension of time limits. At the end of the standard-time limit, students marked on their answer folder the last item answered. If any student had not completed the test by the end of the standard time limit, additional 20-minute blocks of time were given. For NLD students given directions to work at a normal rate, there was little difference in test performance between timing conditions, and a factor analysis using passage-based testlet correlations found a one-factor model fit the data from both timing conditions. For NLD students who were told to take their time and work carefully, test performance increased with added time, and the factor structure differed between timing conditions. A two-factor model fit better under standard-timing conditions, and a one-factor model fit better under extended-time conditions. A similar result occurred for LD students: test performance significantly increased with more time and evidence suggested the factor structures differed, though not to the same degree as for the latter NLD group. The amount of extra time needed by LD students varied greatly among them, and many finished within the standard-time limit. In addition, the different pacing in the directions given the two groups of NLD students made a difference in their work rate, test performance, and score meaning. Implications for determining testing accommodations in students' IEPs are discussed.The purpose of this study was to determine the effect of extended-time limits on test performance and score comparability for the ITBS Reading Comprehension scores of learning disabled (LD) and non learning disabled (NLD) students. The extension of testing time is expected to alleviate an irrelevant source of difficulty for LD students (i.e., slower rate of information processing) and allow them enough time to demonstrate their achievement. Students identified by their school as LD (n=129) and two groups of NLD students (n=235 and n=162) participated. The two NLD groups were not combined due to unplanned differences in test administration conditions. Testing occurred as part of each school's annual testing program and was to resemble a standard administration, except for the extension of time limits. At the end of the standard-time limit, students marked on their answer folder the last item answered. If any student had not completed the test by the end of the standard time limit, additional 20-minute blocks of time were given. For NLD students given directions to work at a normal rate, there was little difference in test performance between timing conditions, and a factor analysis using passage-based testlet correlations found a one-factor model fit the data from both timing conditions. For NLD students who were told to take their time and work carefully, test performance increased with added time, and the factor structure differed between timing conditions. A two-factor model fit better under standard-timing conditions, and a one-factor model fit better under extended-time conditions. A similar result occurred for LD students: test performance significantly increased with more time and evidence suggested the factor structures differed, though not to the same degree as for the latter NLD group. The amount of extra time needed by LD students varied greatly among them, and many finished within the standard-time limit. In addition, the different pacing in the directions given the two groups of NLD students made a difference in their work rate, test performance, and score meaning. Implications for determining testing accommodations in students' IEPs are discussed.