How Do English Learners With and Without Disabilities Use Accessibility Features in Online Language Assessments?

• In Event: Inclusion and Accessibility in Educational Assessment SIG (96) Paper Session

Abstract

Approximately 10% of K-12 students in the US are English learners (US) and over 10% of ELs are identified with disabilities. To better support ELs with and without disabilities in high-stakes assessment settings, various accessibility features are provided, but little is known regarding their use. This study examined the use of online accessibility features (e.g., line guide, magnifier) of an English language proficiency assessment by Grades 1-12 ELs with and without disabilities. Approximately 1.3 million ELs’ test scores and telemetry data (records of test-takers’ clicks and keystrokes) were analyzed using descriptive and frequency analyses. Higher percentages of ELs with disabilities activated the features than ELs without disabilities, suggesting that such features may provide the intended supports for ELs with disabilities.

Authors

• Alicia Kim, WIDA, University of Wisconsin-Madison

• Meltem Yumsek, University of North Carolina - Greensboro

• Mark Chapman, University of Wisconsin - Madison

• Howard Gary Cook, University of Wisconsin