Validity Evidence Related to Access and Use of Technology in Alternate Assessments

• In Event: Localized Validity Evidence for Specific Assessment Purposes

Abstract

This paper examines one aspect of the validity argument for a large scale alternate assessment based on alternate achievement standards (AA-AAS) related to teacher and student technology access and use. The study presents survey results obtained from a large sample (n = 1,586) of test administrators in one state. The format of the AA-AAS recently changed to incorporate more technology during administration, and the questionnaire addressed topics related to access and use of technology by teachers and students. Descriptive statistics are provided. Implications of the results for current and future test development for this AA-AAS, as well as implications for the field based on use of and access to technology for students with significant intellectual disabilities are discussed.

Authors

• Debra W. Moore, University of Pittsburgh

• Mary A. Hansen, Robert Morris University

• Peter W. Heh, University of Pittsburgh