Applied Accessibility Design Criteria in Alternate Assessments: Connecting Claims and Outcomes

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

Abstract

The study addresses evidence needed to support accessibility claims between development approaches and resulting assessment features and processes. First, using qualitative coding (Patton, 2002), we reviewed publicly-available test content (e.g., practice tests, sample items, released tests) from two state consortia representing 23 states and four other educational agencies as well as sampling additional states with their own alternate programs. Using the results of the preliminary content review, an in-depth review of two state alternate assessment technical manuals was conducted. Codes identified links between accessibility design and resulting features and processes. Results identify criteria in which assessment programs meet or do not meet their stated accessibility design. Findings point to practices and activities that actualize accessibility claims.

Authors

• Anne H. Davidson, EdMetric LLC

• Kristine Ann David, The University of Kansas

• Jill Christmus, South Carolina Department of Education