The validity and comparability of entrance examination scores after accommodations are made for students with LD.
Every year, thousands of college and university applicants with learning disabilities (LD) present scores from standardized examinations as part of the admissions process for postsecondary education. Many of these scores are from tests administered with nonstandard procedures due to the examinees' learning disabilities. Using a sample of college students with LD and a control sample, this study investigated the criterion validity and comparability of scores on the Miller Analogies Test when accommodations for the examinees with LD were in place. Scores for examinees with LD from test administrations with accommodations were similar to those of examinees without LD on standard administrations, but less well associated with grade point averages. The results of this study provide evidence that although scores for examinees with LD from nonstandard test administrations are comparable to scores for examinees without LD, they have less criterion validity and are less meaningful for their intended purpose.
Zurcher
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R
College of Education, University of Texas at San Antonio, 78249, USA.
Bryant
D P
DP
D000293:Adolescent; D000328:Adult; D004521:Educational Measurement / Q000706:statistics & numerical data*; D004522:Educational Status; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000175:diagnosis / Q000534:rehabilitation*; D008297:Male; D011594:Psychometrics / Q000706:statistics & numerical data; D012016:Reference Values; D015203:Reproducibility of Results; D012570:School Admission Criteria; D013997:Time Factors