51²è¹Ý

The purpose of this 51²è¹Ý funded research project is to examine the appropriateness of innovative item designs for accurately measuring student knowledge and skills in algebra. Items are designed using the principles of universal design for assessment as well as emerging theories about accommodations to support students with disabilities.

The purpose of this project is to design, develop, and implement a prototype of a maximally accessible assessment system in mathematics. We embed principles of universal design in the development of a middle-school math test targeting algebra skills. We pilot test the items to evaluate item functioning and conduct an experimental study to investigate the comparability of scores under standard and universally designed formats for students with and without disabilities.

Relevant Publications and Presentations

Ketterlin-Geller, L. R., Gifford, D., & Oliphint, M. (April, 2011). Using visual representations in mathematics instruction and assessment. Paper presented at the 2011 Council for Exceptional Children Convention and Expo, Washington, DC.

Ketterlin-Geller, L. R., Gifford, D., & Oliphint, M. (April, 2011). Improving access to mathematics through multiple representations. Paper presented at the 92nd Annual Meeting of the American Educational Research Association, New Orleans, LA.

Liu, K., & Ketterlin-Geller, L. R. (April, 2011). Using “think aloud” to understand how grade 6 students conceptualize algebra. Poster presented at the 92nd Annual Meeting of the American Educational Research Association, New Orleans, LA.

Ketterlin-Geller, L. R., Oliphint, M., & Gifford, D. B. (February, 2011). Monitoring students’ readiness for algebra: What can measures of numeracy tell us? Poster presented at the 18th Annual Pacific Coast Research Conference, San Diego, CA.