Access to Computer-Based Testing for Students with Disabilities. Synthesis Report. [Report No.: NCEO-45

Autor/inn/en	Thompson, Sandra J.; Thurlow, Martha L.; Quenemoen, Rachel F.; Lehr, Camilla A.
Institution	National Center on Educational Outcomes, Minneapolis, MN.
Titel	Access to Computer-Based Testing for Students with Disabilities. Synthesis Report. [Report No.: NCEO-45
Quelle	(2002), (70 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Accessibility (for Disabled); Achievement Tests; Check Lists; Computer Assisted Testing; Disabilities; Educational Assessment; Educational Testing; Elementary Secondary Education; Evaluation Methods; Student Evaluation; Testing Accommodations + Suchen Sie Ihr Suchwort? Accessibility; Zugänglichkeit; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Checkliste; Handicap; Behinderung; Education; assessment; Bewertungssystem; Schulnote; Studentische Bewertung; Testing process; Accessibility (for disabled); Disabled person; Barrierefreiheit; Behinderter
Abstract	With pressure to find more cost effective and less labor-intensive approaches to testing, states are seeing computer-based testing as a way to address the increasingly challenging prospect of assessing all students in a state at nearly all grades. Unfortunately, most states have not specifically considered the needs of students with disabilities. This paper recognizes the opportunities created by the new frontier of computer-based testing and identifies the challenges. Research findings and accommodations considerations are also addressed. The recommended process for a good transformation of a paper and pencil test to computer-based testing assumes that the principles of universally designed assessments have been followed. Then, the five recommended steps are: (1) assemble a group of experts to guide the transformation; (2) decide how each accommodation will be incorporated into the computer-based test; (3) consider each accommodation or assessment feature in light of the constructs being tested; (4) consider the feasibility of incorporating the accommodation into the computer-based test; and (5) consider training implications for staff and students. The paper also presents initial considerations for common accommodations within the categories of timing/scheduling, presentation, response, and setting. Appendices include information on federal requirements and a Web-accessibility checklist. (Contains 78 references.) (Author/CR)
Anmerkungen	National Center on Educational Outcomes, University of Minnesota, 350 Elliott Hall, 75 East River Rd., Minneapolis, MN 55455. For full text: http://education.umn.edu/NCEO/OnlinePubs/Synthesis45.html.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01