Download or read book Accessibility Principles for Reading Assessments written by National Accessible Reading Assessment Projects and published by . This book was released on 2009 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Accessibility Principles for Reading Assessments written by National Accessible Reading Assessment Projects and published by . This book was released on 2009 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Defining Reading Proficiency for Accessible Large Scale Assessments written by National Accessible Reading Assessment Projects (ED/OSEP) and published by . This book was released on 2006 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt: The National Accessible Reading Assessment Projects (NARAP) is a collaboration of two projects funded by the U.S. Department of Education to conduct research and development on accessible reading assessments for students with disabilities that affect reading. The goal of these projects is to produce research findings and assessment techniques that demonstrate how large-scale assessments of reading proficiency can become more accessible and valid for all students, while also meeting the assessment requirements of the No Child Left Behind Act of 2001 (NCLB). Understanding the need for accessible assessments is key to determining the steps that must be taken to develop such assessments. One of the first steps in designing accessible assessments is the precise definition of constructs being measured. Such definitions permit construct-relevant factors to be distinguished from construct-irrelevant factors, thus facilitating the removal of barriers to accessibility while maintaining valid measurement of the constructs of interest. Similarly, distinguishing various components of the construct may facilitate development of assessments that can reveal strengths in some components that would otherwise be masked by weaknesses in other components. Thus, one of NARAP's first tasks was to develop a definition of "reading proficiency." In order to accomplish this, NARAP collected information in a variety of ways, including: (1) reviewing existing definitions of reading proficiency (e.g., various reports about reading including the NRP, RAND, PISA, PIRLS); (2) convening a panel of experts to provide input; and (3) conducting focus groups. This paper is a synthesis of the information collected and describes a set of principles and key unresolved issues described under each principle. These principles and issues will guide the next phases of the project (research and development). This paper does not focus on the assessment itself; rather, the assessment developed will be informed by the research and then addressed in a separate paper focusing on the principles and guidelines of accessible assessments. (Contains 1 footnote.) [This report was prepared by the National Accessible Reading Assessment Project's Designing Accessible Reading Assessments (DARA) (based at the Educational Test Service (ETS)); and Partnership for Accessible Reading Assessment (PARA) (a consortium of the National Center of Educational Outcomes (NCEO), the National Center for Research on Evaluation, Standards, and Student Testing (CRESST), and Westat).].
Download or read book Handbook of Accessible Instruction and Testing Practices written by Stephen N. Elliott and published by Springer. This book was released on 2018-03-08 with total page 283 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Second Edition of this handbook provides comprehensive coverage of the concept of accessibility and its application to the design and implementation of instruction and tests with all students. It updates and expands on its original contents and responds to the increasing demand for research-based evidence of accessible instruction and testing practices from the professional community. Chapters explore how outcomes are affected when essential features or components of instructional materials and tests are not accessible to any portion of the student population. The handbook addresses the new set of Standards for Educational and Psychological Testing that was published in 2014 as well as requirements for a high level of access for all interim and summative tests by national testing consortiums. In addition, the handbook describes how the Center for Applied Special Technology (CAST) has continued to advance Universal Design for Learning (UDL) principles in mainstream education with teachers of all types of students, not just students with disabilities. Topics featured in this text include: A summary of U.S. policies that support inclusive assessment for students with disabilities. An overview of international policies that support inclusive assessments. Designing, developing, and implementing an accessible computer-based national assessment system. Universal Design for Learning (UDL) principles and the future of assessment. Recent advancements in the accessibility of digitally delivered educational assessments. The Handbook of Accessible Instruction and Testing Practices, Second Edition is an essential reference for researchers, practitioners, and graduate students in education and allied disciplines, including child and school psychology; assessment, testing and evaluation; social work; and education policy and politics.
Download or read book Theoretical and Practical Advances in Computer based Educational Measurement written by Bernard P. Veldkamp and published by Springer. This book was released on 2019-07-05 with total page 399 pages. Available in PDF, EPUB and Kindle. Book excerpt: This open access book presents a large number of innovations in the world of operational testing. It brings together different but related areas and provides insight in their possibilities, their advantages and drawbacks. The book not only addresses improvements in the quality of educational measurement, innovations in (inter)national large scale assessments, but also several advances in psychometrics and improvements in computerized adaptive testing, and it also offers examples on the impact of new technology in assessment. Due to its nature, the book will appeal to a broad audience within the educational measurement community. It contributes to both theoretical knowledge and also pays attention to practical implementation of innovations in testing technology.
Download or read book Accessible Reading Assessments for Students with Disabilities written by Jamal Abedi and published by . This book was released on 2011 with total page 95 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the characteristics of reading test items that may differentially impede the performance of students with disabilities. The findings suggest that there are certain revisions that can be done on current assessments to make them more accessible for students with disabilities. Features such as words per page, typeface changes, point size changes, and unnecessary visuals may be easily adjusted to the optimum level without affecting the validity of the assessment. These changes may help all test takers, not just students with disabilities. Appended are: (1) Rating Guidelines; and (2) Complexity Code Forms for Raters. (Contains 36 tables and 2 figures.).
Download or read book Handbook of Reading Assessment written by Sherry Mee Bell and published by Routledge. This book was released on 2015-07-30 with total page 342 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Handbook of Reading Assessment, Second Edition, covers the wide range of reading assessments educators must be able to use and understand to effectively assess and instruct their students. Comprehensive and filled with numerous authentic examples, the text addresses informal classroom based assessment, progress monitoring, individual norm-referenced assessment, and group norm-referenced or ‘high-stakes’ testing. Coverage includes assessment content relevant for English language learners and adults. A set of test guidelines to use when selecting or evaluating an assessment tool is provided. New and updated in the Second Edition Impact on reading assessment of Common Core Standards for literacy; increased top-down focus on accountability and high stakes tests; innovations in computerized assessment of reading Latest developments in Response to Intervention (RTI) model, particularly as they impact reading assessment International Reading Association standards for reading educators and brief discussion of International Dyslexia Association standards Types of reading assessment, including discussion of formative versus summative assessment Expanded coverage of assessment of reading motivation Expanded coverage of writing assessment New and revised assessments across genres of reading assessment Companion Website: numerous resources relevant to reading and writing assessment; suggestions for evidence-based instructional practices that can be linked to assessment results; PowerPoint slides; test bank; study guides; application exercises
Download or read book Accessible EPUB 3 written by Matt Garrish and published by "O'Reilly Media, Inc.". This book was released on 2012-02-10 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although the digital revolution has made content available to more people than print books ever could, ebooks are still only as accessible as the foundation they’re built on—and all too often the foundation is weak. But that’s changing. With the introduction of EPUB 3, publishers now have the means to create a single rich data source for audiences of all reading abilities. Through practical tips and examples, Accessible EPUB 3 takes you inside the EPUB 3 format and explores how you can enrich and enhance content for all readers. Author Matt Garrish demystifies the process of making content easier to access, demonstrating how accessible practices are intertwined with standard content best practices. Among many techniques, this guide will teach you how to: Add structure and meaning to your publications to make them more usable by accessible technologies Tailor EPUB Navigation Documents for readers requiring either full or reduced navigation Create media overlays to synchronize human narration with text display Improve text-to-speech playback by adding SSML, PLS lexicons, and CSS3 Speech functionality
Download or read book Exploring Factors that Affect the Accessibility of Reading Comprehension Assessments for Students with Disabilities written by Jamal Abedi and published by . This book was released on 2008 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study sought to explore factors that affect the accessibility of reading comprehension assessments for students with disabilities. The study consisted of testing students using reading comprehension passages that were broken down into shorter "segments" or "chunks." The results of the segmenting study indicated that: (a) segmenting did not affect reading performance of students without disabilities; suggesting that it does not compromise the validity of reading assessment; (b) segmenting did not affect reading performance of students with disabilities; (c) the segmented version had a higher reliability for students with disabilities without affecting the reliability for students without disabilities; and (d) no trends were observed with student motivation, general emotions and moods with respect to the segmented assessment. The study also introduced the idea of incorporating some commonly used accommodations for students with disabilities, such as "test breaks," into the assessment. Limitations of the study included a disability sample with mostly students with specific learning disabilities and a high number of ELL students, as well as a reading assessment that only tested for reading comprehension and not other components of reading. More research using the methods in this study with different subjects can potentially shed additional light on accessibility issues in reading comprehension tests. (Contains 15 tables and 2 figures.).
Download or read book Handbook of Reading Assessment written by Sherry Mee Bell and published by Allyn & Bacon. This book was released on 2008 with total page 364 pages. Available in PDF, EPUB and Kindle. Book excerpt: Comprehensive, readable, and filled with numerous authentic examples, The Handbook of Reading Assessment addresses the continuum of reading assessments from informal, classroom-based to high-stakes formal testing. This book is unique in its comprehensive, balanced, and timely coverage of key issues and challenges in assessment of reading. Designed for use by advanced undergraduates and graduates in general education, reading education, special education, and school psychology, this much-needed resource addresses the wide range of reading assessments educators must be able to use and understand to effectively assess, instruct, and to communicate across disciplines. Separate chapters focus on informal classroom based assessment, progress monitoring, individual norm-referenced assessment, and group norm-referenced or 'high-stakes' testing. Each of these chapters concludes with useful tables listing some of the most commonly used assessments and their psychometric properties.
Download or read book Assessing Reading written by J. Charles Alderson and published by Cambridge University Press. This book was released on 2000-02-24 with total page 417 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is the most comprehensive of the assessment of reading in a foreign or second language.
Download or read book Standards for the Assessment of Reading and Writing written by IRA/NCTE Joint Task Force on Assessment and published by International Reading Assoc.. This book was released on 2009-12-03 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt: With this updated document, IRA and NCTE reaffirm their position that the primary purpose of assessment must be to improve teaching and learning for all students. Eleven core standards are presented and explained, and a helpful glossary makes this document suitable not only for educators but for parents, policymakers, school board members, and other stakeholders. Case studies of large-scale national tests and smaller scale classroom assessments (particularly in the context of RTI, or Response to Intervention) are used to highlight how assessments in use today do or do not meet the standards.
Download or read book Essentials of Assessing Preventing and Overcoming Reading Difficulties written by David A. Kilpatrick and published by John Wiley & Sons. This book was released on 2015-08-10 with total page 450 pages. Available in PDF, EPUB and Kindle. Book excerpt: Practical, effective, evidence-based reading interventions that change students' lives Essentials of Understanding and Assessing Reading Difficulties is a practical, accessible, in-depth guide to reading assessment and intervention. It provides a detailed discussion of the nature and causes of reading difficulties, which will help develop the knowledge and confidence needed to accurately assess why a student is struggling. Readers will learn a framework for organizing testing results from current assessment batteries such as the WJ-IV, KTEA-3, and CTOPP-2. Case studies illustrate each of the concepts covered. A thorough discussion is provided on the assessment of phonics skills, phonological awareness, word recognition, reading fluency, and reading comprehension. Formatted for easy reading as well as quick reference, the text includes bullet points, icons, callout boxes, and other design elements to call attention to important information. Although a substantial amount of research has shown that most reading difficulties can be prevented or corrected, standard reading remediation efforts have proven largely ineffective. School psychologists are routinely called upon to evaluate students with reading difficulties and to make recommendations to address such difficulties. This book provides an overview of the best assessment and intervention techniques, backed by the most current research findings. Bridge the gap between research and practice Accurately assess the reason(s) why a student struggles in reading Improve reading skills using the most highly effective evidence-based techniques Reading may well be the most important thing students are taught during their school careers. It is a skill they will use every day of their lives; one that will dictate, in part, later life success. Struggling students need help now, and Essentials of Understanding and Assessing Reading Difficulties shows how to get these students on track.
Download or read book Handbook of Accessible Achievement Tests for All Students written by Stephen N. Elliott and published by Springer Science & Business Media. This book was released on 2011-04-28 with total page 342 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Handbook of Accessible Achievement Tests for All Students: Bridging the Gaps Between Research, Practice, and Policy presents a wealth of evidence-based solutions designed to move the assessment field beyond “universal” standards and policies toward practices that enhance learning and testing outcomes. Drawing on an extensive research and theoretical base as well as emerging areas of interest, the volume focuses on major policy concerns, instructional considerations, and test design issues, including: The IEP team’s role in sound assessment. The relationships among opportunity to learn, assessment, and learning outcomes. Innovations in computerized testing and the “6D” framework for standard setting. Legal issues in the assessment of special populations. Guidelines for linguistically accessible assessments. Evidence-based methods for making item modifications that increase the validity of inferences from test scores. Strategies for writing clearer test items. Methods for including student input in assessment design. Suggestions for better measurement and tests that are more inclusive. This Handbook is an essential reference for researchers, practitioners, and graduate students in education and allied disciplines, including child and school psychology, social work, special education, learning and measurement, and education policy.
Download or read book Reaching an Understanding written by John P. Sabatini and published by Rowman & Littlefield. This book was released on 2012 with total page 213 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reaching an Understanding: Innovations in How We View Reading Assessment builds upon the editors previous book Measuring Up: Advances in How We Assess Reading Ability by representing some early attempts to apply theory to help guide the development of new assessments and measurement models. Reaching an Understanding is divided into two sections: "assessment, learning, and instruction: connecting text, task, and reader/ learner" and "how to build for the future". These sections identify ways to assess students reading comprehension through multiple text sources, purpose readings, and assessment while a student is reading in order to determine deficits. In light of federal legislation towards common core standards and assessments, as well as significant national investments in reading and literacy education, it is a critical and opportune time to bring together the research and measurement community to address fundamental issues of measuring reading comprehension, in theory and in practice.
Download or read book Handbook of Test Development written by Suzanne Lane and published by Routledge. This book was released on 2015-10-08 with total page 676 pages. Available in PDF, EPUB and Kindle. Book excerpt: The second edition of the Handbook of Test Development provides graduate students and professionals with an up-to-date, research-oriented guide to the latest developments in the field. Including thirty-two chapters by well-known scholars and practitioners, it is divided into five sections, covering the foundations of test development, content definition, item development, test design and form assembly, and the processes of test administration, documentation, and evaluation. Keenly aware of developments in the field since the publication of the first edition, including changes in technology, the evolution of psychometric theory, and the increased demands for effective tests via educational policy, the editors of this edition include new chapters on assessing noncognitive skills, measuring growth and learning progressions, automated item generation and test assembly, and computerized scoring of constructed responses. The volume also includes expanded coverage of performance testing, validity, fairness, and numerous other topics. Edited by Suzanne Lane, Mark R. Raymond, and Thomas M. Haladyna, The Handbook of Test Development, 2nd edition, is based on the revised Standards for Educational and Psychological Testing, and is appropriate for graduate courses and seminars that deal with test development and usage, professional testing services and credentialing agencies, state and local boards of education, and academic libraries serving these groups.
Download or read book Audio Support Guidelines for Accessible Assessments written by Laurene L. Christensen and published by . This book was released on 2014 with total page 83 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.].
