Effects of computer-based test accommodations on mathematics performance assessments for secondary students with learning disabilities

The purpose of this study was to compare the effects of computer-based test accommodations to a noncomputer-based test accommodation and to no accommo dation on mathematics performance assessment (PA) scares for secondary stud ents with learning disabilities. Over four weeks, each student (N = 81) was tested on four parallel PAs, each time under a different condition: (a) st andard administration (SA), (b) teacher-read (TR), (c) computer-read (CR), and (d) CR with video (CRV). PA alternate forms and order of conditions wer e counterbalanced across classrooms. After each PA administration, a studen t questionnaire assessed perceptions of the benefits of the testing conditi on. Results indicated that providing a reader, either human or computer, in creases scores, but no significant difference was seen among TR, CR, and CR V. Implications are discussed with respect to reading accommodations, compu terized testing and the effects of reading accommodations on students with differing reading achievement levels.