Technology-Enabled and Universally Designed Assessment: Considering Access in Measuring the Achievement of Students with Disabilities--A Foundation for Research

Autor/inn/en	Almond, Patricia; Winter, Phoebe; Cameto, Renee; Russell, Michael; Sato, Edynn; Clarke-Midura, Jody; Torres, Chloe; Haertel, Geneva; Dolan, Robert; Beddow, Peter; Lazarus, Sheryl
Titel	Technology-Enabled and Universally Designed Assessment: Considering Access in Measuring the Achievement of Students with Disabilities--A Foundation for Research
Quelle	In: Journal of Technology, Learning, and Assessment, 10 (2010) 5, (52 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-2525
Schlagwörter	Disabilities; Inferences; Computer Assisted Testing; Alternative Assessment; Evaluation Methods; Student Evaluation; Educational Technology; Test Validity; Test Construction; Testing Programs; Student Characteristics; Student Needs; Scaffolding (Teaching Technique) + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Inference; Inferenz; Schulnote; Studentische Bewertung; Unterrichtsmedien; Testvalidität; Testaufbau
Abstract	This paper represents one outcome from the "Invitational Research Symposium on Technology-Enabled and Universally Designed Assessments," which examined technology-enabled assessments (TEA) and universal design (UD) as they relate to students with disabilities (SWD). It was developed to stimulate research into TEAs designed to make tests appropriate for the full range of the student population through enhanced accessibility. Four themes are explored: (a) a construct-centered approach to developing accessible assessments; (b) how technology and UD can provide access to targeted knowledge, skills, and abilities by embedding access and interactive features directly into systems that deliver TEAs; (c) the possibility of incorporating scaffolding directly into innovative assessment items; and (d) the importance of investigating the validity of inferences from TEAs that incorporate accessibility features designed to maximize validity. The article conveys the issues arising through the symposium and offers insights to researchers who conduct studies on the design, development, and validation of technology-enabled and universally designed assessments that include SWD. The paper proposes a focused research agenda and makes it clear that a principled program of research is needed to properly develop and use technology-enabled and universally designed educational assessments that encourage the inclusion of SWD. As research progresses, TEAs need to improve how they assess students' understanding of complex academic content and how they provide equitable access to all students including SWD. (Contains 2 figures and 8 endnotes.) (As Provided).
Anmerkungen	Technology and Assessment Study Collaborative. 332 Campion Hall, Boston College, Chestnut Hill, MA 02467. Tel: 617-552-4521; Fax: 617-552-8419; e-mail: jtal_editor@bc.edu; Web site: http://escholarship.bc.edu/jtla
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10