Premium
Disentangling Mathematics Target and Access Skills: Implications for Accommodation Assignment Practices
Author(s) -
KetterlinGeller Leanne R.,
Jamgochian Elisa M.,
NelsonWalker Nancy J.,
Geller Joshua P.
Publication year - 2012
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/j.1540-5826.2012.00365.x
Subject(s) - accommodation , value (mathematics) , psychology , mathematics education , sensitivity (control systems) , test (biology) , mathematics , statistics , paleontology , electronic engineering , neuroscience , engineering , biology
Appropriate assignment of accommodations is predicated on a clear distinction between target skills and access skills. In this study, we examine the agreement between test developer/researchers’ and educators’ classification of target and access skills as a possible explanatory mechanism for assigning accommodations. Findings indicate that participants with expertise in mathematics education had the highest agreement when classifying target skills, as evidenced by a higher overall sensitivity value and the greatest number of items with the highest sensitivity value. Conversely, special education faculty members had the highest overall agreement when classifying access skills, as evidenced by a higher overall specificity value. Mathematicians, however, had the highest sensitivity values for the greatest number of items. Implications for accommodation assignment practices are discussed.