Validating assessments for students with disabilities

Yet, the work Ive done in Proseminar will at least lead to one of the areas and teach me how to be an expert in one area.

As shown by the case given by Madrid (2004), large-scale assessment for students with disabilities is the hardest assessment to do. And the levels and types of disabilities vary greatly.

There are several factors that lead to this complexity. According to the estimates of Census Bureau (Mc Nei, 1997, 2001), about 20% of the U. If we set the same standards for special children as their regular peers, can they achieve those? Can we hold them in the lower grade until they achieve the standards or should we send them up no matter what their assessment results are?

Without knowing what I should do, I visited several professors and senior students and discussed the major fields in Measurement and Quantitative Methods (MQM). I realized that I can combine my interests in special education and assessment.

Then I realized that in the MQM program, not only should we study methodology, also, and most importantly, we should relate it to some specific fields and apply the sophisticated methods to them. I taught as a voluntary English teacher for visually impaired students for two years.

For example, are the test scores emerging from such accommodated test administrations still meaningful?

Last modified 25-Apr-2020 23:12