Audio Support Guidelines for Accessible Assessments: Insights from Cognitive Lab

Autor/inn/en	Christensen, Laurene L.; Shyyan, Vitaliy; Rogers, Christopher; Kincaid, Aleksis
Institution	National Center on Educational Outcomes; Maryland State Department of Education
Titel	Audio Support Guidelines for Accessible Assessments: Insights from Cognitive Lab
Quelle	(2014), (83 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Testing Accommodations; Assistive Technology; Guidelines; Audio Equipment; Visual Impairments; English Language Learners; Learning Disabilities; Elementary School Students; Middle School Students; High School Students; Educational Assessment; Student Attitudes; Preferences; Difficulty Level + Suchen Sie Ihr Suchwort? Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Richtlinien; Audio-CD; Visual handicap; Sehbehinderung; Learning handicap; Lernbehinderung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Education; assessment; Bewertungssystem; Schülerverhalten; Schwierigkeitsgrad
Abstract	Some students, including students with print disabilities, students with low vision, and English language learners, may benefit from having test content read aloud. However, there have been challenges in standardizing the presentation of test content, including whether or not to read answer choices or to describe maps and cartoons, among many other issues. Technology-enhanced assessment offers the opportunity to provide standardized audio support delivered through the test platform. One goal of the Guidelines for Accessible Assessment Project (GAAP) was to develop a set of audio guidelines that could be used across states. This report features the findings from cognitive labs conducted with students to gain their input and feedback on the proposed guidelines. A total of 46 students participated in the audio cognitive labs, including 22 students with print disabilities, 17 students with low vision, and seven students who are English language learners. Key Findings include: (1) Findings were generally mixed, but some patterns emerged. Overall, students reported that audio support helped them understand test questions better; (2) Students also had a slight preference for numbers with decimals to be read as numerals with "decimal point" rather than to be read with place value; and (3) Students were mixed in their preferences for audio support with the drag-and-drop. Overall, the findings from the cognitive labs support the need for taking an individualized approach in providing audio support for assessments. Study Instruments are contained in the appendix. [The contents of this document were developed at the National Center on Educational Outcomes (NCEO) under a subcontract from the Maryland Department of Education for an Enhanced Assessment Grant (#S368A120006) from the U.S. Department of Education. NCEO is supported in part, through a Cooperative Agreement (#H326G110002) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education.] (ERIC).
Anmerkungen	National Center on Educational Outcomes. University of Minnesota, 207 Pattee Hall, 150 Pillsburg Drive Southeast, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail: nceo@umn.edu; Web site: http://www.cehd.umn.edu/nceo
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01