What Is Being Assessed? Variations in Performance by Students With Visual Impairments on Graphics-Based Items

• In Event: 33.079 - Roundtable Session 12
  In Roundtable Session: 33.079-23 - Inclusion and Accommodation in Educational Assessment SIG Roundtable Session

Abstract

The aim of this study was to gather evidence about the factors that contribute to a student with visual impairment’s ability to use graphics on assessment tasks. Fifteen high school students who are blind and use tactile graphics participated in a video recorded think aloud study while working through five multiple choice items: a bar graph item, a Venn diagram, a shape rotation item, a geometry area item, and a map item. Hand movements and think aloud transcripts were analyzed and coded for reasons related to performance on each task. Consideration of construct irrelevant variance and discussion about interpretation of assessment results for students with visual impairments will be shared.

Author

• Kim T. Zebehazy, The University of British Columbia