This is a perennial, and rather tiresome subject. Everyone has an opinion, often based on their own experience or their own opinons about other issues, such as "special education".
These sort of discussions often turn into duelling opinions about accommodations for standardized entrance-exam tests such as the SAT.
Why should this issue be decided by duelling opinons? What does the research say about longer times (non-speeded) and performance, for students with and without disability?
It's irresponsible to rely upon "common sense" -- that extended time would also increase test scores for students without disabilities. If the experiment isn't done, you don't know
Here are two simple questions:
Hypothesis #1: Extra time (time-and-a-half or double time) will not improve SAT / AP scores for students who DO NOT have neurocognitive learning challenges (specific learning disability–reading (dyslexia in the common parlance); attentional and/or executive function issues (ADHD in the common parlance)
Hypothesis #2: Extra time (time-and-a-half or double time) will not improve SAT / AP scores for students who DO have neurocognitive learning challenges (specific learning disability–reading (dyslexia in the common parlance); attentional and/or executive function issues (ADHD in the common parlance).
Here’s your challenge, class: find studies that tested: #1, #2, or both.
The literature review:
Alster EH (1007) The Effects of Extended Time on Algebra Test Scores for College Students With and Without Learning Disabilities Learn Disabil March/April 1997 vol. 30 no. 2 222-227
Camara, W. J., Copeland, T., & Rothschild, B. (1998). Effects of extended time on the SAT I: Reasoning test score growth for students with disabilities (College Board Report No. 98–7). New York: The College Board.
Elliott, S. N., & McKevitt, B. (2000, April). Experimental analysis of the effects of testing accommodations on the scores of students with disabilities: Design issues and initial results. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
Elliot SN & Marquart, AM (2004) Extended Time as a Testing Accommodation: Its Effects and Perceived Consequences Exceptional Children, Vol. 70, 2004
Halla, J. W. (1988). A psychological study of psychometric differences in graduate record examinations general test scores between learning disabled and non-learning disabled adults (Doctoral dissertation, Texas Tech University). Dissertation Abstracts International, 49, 3341A.
Hill, G. A. (1984). Learning disabled college students: The assessment of academic aptitude (Doctoral dissertation, Texas Tech University). Dissertation Abstracts International, 46, 642B.
Huesman, R. L. Jr., & Frisbie, D. A. (2000, April). The validity of ITBS reading comprehension test scores for learning disabled and non-learning disabled students under extended- time conditions. Paper presented at the annual meeting of the National Council on Measurement in Education, New Orleans.
Lovett BG (2010)Extended Time Testing Accommodations for Students With Disabilities Answers to Five Fundamental Questions Lovett BG REVIEW OF EDUCATIONAL RESEARCH December 2010 vol. 80 no. 4 611-638
Mandinach et al, (2005) The Impact of Extended Time on SAT Test Performance The College Board, New York, 2005 (pdf)
Mandinach, E. B., Cahalan, C., & Camara, W. J. (2002). The impact of flagging on the admission process: Policies, practices, and implications (ETS RR 02-03, College Board Report 2002- 2). New York and Princeton, NJ: The College Board and Educational Testing Service.
Marquart, A. M. (2000, June). The use of extended time as an accommodation on a standardized mathematics test: An investigation of effects on scores and perceived consequences for students of various skill levels. Paper presented at the annual meeting of the Council of Chief State School Officers, Snowbird, UT. Retrieved December 12, 2001, from www.wcer.wisc.edu/ testacc/publications/marquart%20ccsso%20paper.htm.
Munger, G. F., & Loyd, B. H. (1991). Effect of speededness on test performance of handicapped and nonhandicapped examinees. Journal of Educational Research, 85(1), 53–57.
Phillips, S. E. (1994). High-stakes testing accommodations: Validity versus disabled rights. Applied Measurement in Zuriff, G. E. (2000). Extra examination time for students with learning disabilities: An examination of the maximum potential thesis. Applied Measurement in Education, 13(1), 99–117.
Pitoniak, M. J., & Royer, J. M. (2001). Testing accommodations for examinees with disabilities: A review of psychometric, legal, and social policy issues. Review of Educational Research, 71(1), 53–104.
Runyan, M. K. (1991). The effect of extra time on reading comprehension scores for university students with and without learning disabilities. Journal of Learning Disabilities, 24(2), 104–108.
Tindal G & Fuchs L A Summary of Research on Test Changes: An Empirical Basis for Defining Accommodations. www.specialed.us/discoveridea/topdocs/msrrc/Tindal&Fuchs.PDF
Weaver, S, M. (1993). The validity of the use of extended time and untimed testing for postsecondary students with learning disabilities. Unpublished doctoral dissertation, University of Toronto, Toronto, Ontario, Canada.
Wild, C., & Durso, R. (1979). Effect of increased test-taking time on test scores by ethnic group, age, and sex (GREB No. 76-6R). Princeton, NJ: Educational Testing Service.
Phillips, S. E. (1994). High-stakes testing accommodations: Validity versus disabled rights. Applied Measurement in Zuriff, G. E. (2000). Extra examination time for students with learning disabilities: An examination of the maximum potential thesis. Applied Measurement in Education, 13(1), 99–117.
Zurcher RJ (2001) he Validity and Comparability of Entrance Examination Scores After Accommodations Are Made for Students with LD Learn Disabil September 1, 2001 34: 462-471
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