Use of Universal Tools Embedded in Assessments: Grades 4–12 English Learners With and Without Disabilities

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

Abstract

English learners (ELs) comprise approximately 10% of Kindergarten to Grade 12 students in U.S. public schools, with over 15% of ELs identified as having disabilities. English language proficiency (ELP) assessments must adhere to universal design principles and incorporate universal tools, designed to increase accessibility for all ELs, including those with disabilities. This study examined the use of seven universal tools by Grades 4–12 ELs with and without disabilities during an online ELP assessment. We interviewed 55 ELs after they completed an ELP assessment. Findings from telemetry data analysis (record of keystrokes and clicks) show the frequency of ELs tool use. Interview findings further revealed students’ rationales for tool use, providing evidence for the usefulness of these tools. 

Authors

• Alicia Kim, University of Wisconsin - Madison
  Presenting Author

• Jason A. Kemp, Wisconsin Center for Education Research
  Presenting Author

• Meltem Yumsek
  Presenting Author

• Mark Chapman, University of Wisconsin - Madison
  Presenting Author

• Gary Cook, University of Wisconsin - Madison
  Non-Presenting Author