Basic Considerations in Using Testing Accommodations (page 3)

Accommodations Should Be Used in a Fair Manner to All Students

A vital consideration in using testing accommodations is fairness. The purpose of using accommodations is to ensure an even playing field by providing students with disabilities or ELLs an equal opportunity to perform on tests as their general population peers. However, it is important that testing accommodations not be used in an excessive manner to provide these students an unfair advantage over other students who do not receive accommodations. Fairness requires that no specific groups of students are getting special treatment that presents an unfair disadvantage over other students (Bernstein, 1989; Heubert & Hauser, 1999; Hishinuma, 1995). Accordingly, testing accommodations must be provided only to those students with disabilities or ELLs who genuinely need them and in a manner not to exceed what they need.

When Not to Provide Accommodations in Assessment

Despite the need for using accommodations to offset the disadvantages students with disabilities or ELLs have in taking tests under standard administration, accommodations should not be used in certain situations. One such case is when tests are used to assess a specific ability or diagnose a disability or disorder. If a test is designed to measure a construct that requires the student to be functional in a particular area of ability, and if the test is used to assess whether the student is impaired in the ability or to assess the level of impairment, then testing accommodations should not be provided. For example, no accommodation should be made for a student with visual impairment if the test is designed to assess his or her ability to read regular print. Nor should accommodations be allowed for a student with hearing impairment if the test is intended to measure his or her ability to understand spoken language. In addition, when the purpose of a test is to diagnose a disability or disorder, it would be inappropriate to make modifications to that test if such modifications make it impossible to measure certain characteristics or skills that are required in the diagnostic criteria. The diagnosis of a sensory, learning, or psychological disorder is made on the basis that a student manifests deficiencies in particular skills or characteristics. Therefore, it is essential to assess these characteristics or skills during testing. Allowing testing accommodations may preclude the opportunity for the examiner to assess the presence or absence of the skills to be addressed and make it impossible to render an accurate diagnosis. For example, allowing extra time on timed tests would make it difficult to determine whether a processing difficulty indeed exists in a student with learning disability (AERA, APA, & NCME, 1999).