TY - JOUR
T1 - Assessment in an era of accessibility
T2 - Evaluating rules for scripting audio representation of test items
AU - Johnstone, Christopher
AU - Higgins, Jennifer
AU - Fedorchak, Gaye
N1 - Publisher Copyright:
© 2018 British Educational Research Association
PY - 2019/3
Y1 - 2019/3
N2 - Standardized, large-scale assessment of educational outcomes has become a global phenomenon over the past three decades (Smith,). A key challenge facing assessment designers is that standard formats may be inaccessible or may create barriers to student performance. Schwanke, Smith, and Edyburn's () A3 model describes how advocates have reacted to structural barriers by providing accommodations and, ultimately, accessibility. This paper synthesizes and evaluates three studies that attempted to improve accessibility in assessments for students who struggle with print reading through audio presentation of assessment items. Cross-study implications for policy and practice are considered.
AB - Standardized, large-scale assessment of educational outcomes has become a global phenomenon over the past three decades (Smith,). A key challenge facing assessment designers is that standard formats may be inaccessible or may create barriers to student performance. Schwanke, Smith, and Edyburn's () A3 model describes how advocates have reacted to structural barriers by providing accommodations and, ultimately, accessibility. This paper synthesizes and evaluates three studies that attempted to improve accessibility in assessments for students who struggle with print reading through audio presentation of assessment items. Cross-study implications for policy and practice are considered.
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U2 - 10.1111/bjet.12603
DO - 10.1111/bjet.12603
M3 - Article
AN - SCOPUS:85062063308
SN - 0007-1013
VL - 50
SP - 806
EP - 818
JO - British Journal of Educational Technology
JF - British Journal of Educational Technology
IS - 2
ER -