ComparabilityinNon-Standard
Condi2ons:Real-WorldProblem
Solving
Chris2naSchneider
KarlaEgan
BrianGong
TheoryofAc2on
1.  Fairnessmayrequirenon-standardiza2on
–  Challengeforinterpreta2on
2.  Non-standardizedcondi2onsspecifiedwhen
constructisdefinedandopera2onalized
–  Claims&PLDs
TheoryofAc2on:Non-Standardiza2on
•  PayincreasedaPen2onto:
–  Specifica2ons
–  Administra2on
–  Interpreta2on
TheoryofAc2on:Non-Standardiza2on
•  Contemporarychallenges:
–  accommoda2onssuchas"readalouds,"
–  prolifera2onofuser-defined"accessibilitytools,"
–  criterion-referencedandcontext-specificclaims
suchas"college-ready”and"proficient”
Dyslexia
ResearchGoal
•  Allowdyslexicstodemonstratetheirthinking
abilityonstandardizedtestsoralternate
tes2ngformat
–  Interviewadultdyslexicstounderstandhowthey
demonstratetheirknowledgeindailylife
DefiningDyslexia
•  Neurobiological
•  Deficitinphonological
componentoflanguage
thatisunexpected
givenothercogni2ve
abili2es
DefiningDyslexia
Characteris*cs
•  Inaccurate/disfluentword
recogni2on
•  Poorspelling
•  Poordecodingabili2es
SecondaryConsequences
•  Readingcomprehension
problems
•  Reducedreadingexperience
–  Impedesgrowthof
vocabulary&background
knowledge
ReadingDifficulty
Phonological
Processing
OrthographicPhonological
Connec2ons
FluencyLimita2ons
Inferencing
Comprehending
HigherLevelThinking
UnevenDevelopment
Non-UniformDiagnos2cCriteria
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DiscrepancyModel
LowAchievementModel
Constella2onModel
HybridConstella2onModel
DiscrepancyModel
IQ
Reading
Comprehension
WoodcockJohnsonScore
FullScaleIQ
>80
1.5SEbelow
Predicted
Score
LowAchievement
IQ
Reading
Comprehension
WoodcockJohnsonScore
FullScaleIQ
>80
lessthan
90
Constella2onModel
Auditory
Memory
Visual
Memory
Rapid
Automa2zed
Naming
Phonological
Awareness
Auditory
Processing
Reading
&
Spelling
Skills
Visual
Processing
Speed
HybridConstella2onModel
VerbalIQ≠Reading/
Spelling
Achievement
DeficitsPhonological
orGraphic
AwarenessorRapid
Automa2cNaming
Whathappenswithsomanymodels?
•  Uncertaintyregardingthepropor2onofthe
popula2onthatisdyslexic.
–  Highestes2mateis17.5%(Shawitzetal.,1999)
•  Overrepresenta2onofaffluence
WhoisLikelyUnderiden2fied?
•  Girls(Shaywitz,2003)
•  Englishlanguagelearners(Deponia,2000
•  Racial/ethnicminoritypreschoolers(Morgan,
Farkas,etal.2012)
What’s Happening in Standardized Testing?
•  IDEA-1997
–  Childrenwithdisabili2esareincludedingeneral
Stateanddistrict-wideassessmentprograms,with
appropriateaccommoda2ons,wherenecessary;
–  Previouslystudentswithdisabili2eswereooen
excludedfromtes2ng
NowReadThis!
What’s Happening in Standardized Testing?
•  Accommoda2ons
–  Extra2me
–  Readalouds
–  TexttoSpeech
Whatishappeningintheclassroom?
•  Accommoda2ons
–  Notetakers
–  Tapingclassroomlectures
–  Usingrecordingsfortheblindtoaccesstextsand
otherbooks
–  Takingtestsinalternateformats,includingessays
ororals(RememberyourPh.D.experience?)
Whatdoweknow?
•  Extra2me?(Mandinach,Bridgeman,Laitusis,
&Trapani,2005)
–  Benefitsmedium&high-abilitystudents
regardlessofdisabilitystatus
–  LiPletonobenefitforlow-abilitystudents
–  Greaterforthemathema2cssec2onsoftheSAT
•  Highabilitystudentstakemore2mein
generaltosolveproblems
(Chang,Plake,Ferdous,2005;Chang,2007)
LegalBrief(Leong,2005)
•  FollowingBreimhorst(flaggingofnonstandard
administra2onsremoved),theCollegeBoard
adoptedmuchmorerestric2veguidelinesfor
documen2nglearningdisabili2es.
•  Solu2on:removethespeedelementfor
everyone
–  Offerallstudentsextended2me
–  Makestandard2methesameasthelongest
accommoda2on
Op.malperformanceforallstudentswould
probablycomeifmanycommonLD
accommoda.onswereimplementedforall
students--extendedorflexible.me,distrac.onfreetestse?ngs,andsoon;therefore,allowing
allstudentstoperformtotheirpoten.al,giving
schoolsthebestassessmentofstudentlearning
possible.
–  Stretch&Osborne,2005
10-Yearslater
•  Accommoda2onsareliberallyappliedinthe
K-12assessment
–  Excep2on:oraladministra2onofreading
•  SAT&ACTmaintainstrictcontrols
–  Documenta2onrequirementstoobtainextended
2me
•  Con2nuetostrugglewithcomparability
10-Yearslater
•  Whataboutoralaccommoda2on?
–  Allowedforveryfewstudents
•  Unintendedconsequences?
•  Missinghigherorderthinkingskills?
•  Extended2memaybeanecessary,butnotsufficient
condi2on,tomeasurehigherlevelreasoning
HigherLevelThinkingSkills
•  Assessment
–  RequiredbyPeerReview
–  StatesuseDOK
•  Wordproblems
–  Measureachievement?
–  Readingability?
Whatarewemeasuring?
•  Reading,reading,and
morereading
•  Wri2ng
•  Mathema2cs
Wrongtool?
•  Readingbarrieraffects
nearly20%of
popula2on
•  Otherwaysto
demonstrateability?
–  Visualspa2alreasoning
–  Speaking
–  Listening
PeekingInsidetheDyslexicBrain
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Op2mizedfortasksthatinterfere
withlanguagelearning
Processvisualspa2alinforma2on
globally(VonKarolyi,Winner,Grey,&
Sherman,2003)
BePervisualspa2alreasoning
(Brunswick,Mar2n,&Marzano,2010;
Schneps,2014)
Interconnectedreasoning:spot
connec2onsandpaPerns(Eide&Eide,
2011)
Narra2vereasoning:useexamples,
stories,memories(Eide&Eide,2011)
Dynamicreasoning:accuratelypredict
thefutureusingpaPernsderived
throughexperienceortheunwitnessed
past(Eide&Eide,2011)
MeasuringwithBePerTools
•  Authen2creal-worldapplica2ons
•  Porsoliosofwork
•  Project-basedassessments
Dr.DaveMcComas hPps://www.youtube.com/watch?v=X4AN4k51xiI
NextSteps
•  Interviewdyslexicstodeterminehowthey
feeltheyarebestmeasured
•  Findouthowsuccessfuldyslexicsfunc2onin
theworkplacewithreading/wri2ngtasks
•  Findoutwhataccommoda2onstheyneeded
duringchildhood
•  Determineifthoseaccommoda2onswere
consistentwithhowtheirknowledgewas
measured.