A Universal Design for Learning-Based Framework for Designing Accessible Technology-Enhanced Assessments. Research Report

Autor/inn/en	Dolan, Robert P.; Burling, Kelly; Harms, Michael; Strain-Seymour, Ellen; Way, Walter; Rose, David H.
Institution	Pearson
Titel	A Universal Design for Learning-Based Framework for Designing Accessible Technology-Enhanced Assessments. Research Report
Quelle	(2013), (68 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Technology; Technology Uses in Education; Access to Education; Evaluation Methods; At Risk Students; Disabilities; English Language Learners; Computer Assisted Testing; Accessibility (for Disabled); Models; Construct Validity; Test Validity; Interaction; Test Items; Student Characteristics; Test Construction; Cognitive Processes; Executive Function; Design + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Education; Access; Bildung; Zugang; Bildungszugang; Handicap; Behinderung; Accessibility; Zugänglichkeit; Analogiemodell; Testvalidität; Interaktion; Test content; Testaufgabe; Testaufbau; Cognitive process; Kognitiver Prozess
Abstract	The increased capabilities offered by digital technologies offer new opportunities to evaluate students' deeper knowledge and skills and on constructs that are difficult to measure using traditional methods. Such assessments can also incorporate tools and interfaces that improve accessibility for diverse students, as well as inadvertently introduce new accessibility barriers. Designing these technology-enhanced tasks according to universal design principles is one way to address these accessibility concerns, but requires a grounded understanding of students' diverse abilities and the ways they interact with the tasks. A thorough consideration of the factors that impact construct validity, with an emphasis on identifying and eliminating sources of construct-irrelevant variance, is essential to this process. This report proposes a framework based on the principles of Universal Design for Learning (UDL) for defining task design guidelines consistent with the goals of universal design and thus accessible to a wide range of students, including those with disabilities and who are English learners. (As Provided).
Anmerkungen	Pearson. One Lake Street, Upper Saddle River, New Jersey 07458. Tel: 800-848-9500; Web site: http://www.pearsoned.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04