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Designing Inclusive Assessments From Foundations to Interpretation
Sat, April 26, 11:40am to 1:10pm MDT (11:40am to 1:10pm MDT), The Colorado Convention Center, Floor: Meeting Room Level, Room 610Session Type: Paper Session
Abstract
This session focuses on the design and implementation of inclusive assessments, exploring the journey from design methods and practices to insights for implementation and interpretation. The research shared in this session is applicable to all scholars, practitioners, and advocates advancing the mission of accessibility and inclusion in educational contexts for all learners. Through research-based insights and practical applications, this session provides the audience with a greater understanding of inclusive design and the impact it can have across the intersections of research, policy, and practice.
Sub Unit
Chair
Papers
Methods for Designing Inclusive Assessments - Melissa L. Gholson, University of Kansas
Assistance Required: Using Assistive Technology to Access State Assessments - Virginia A. Ressa, University of Minnesota; Sheryl S. Lazarus, University of Minnesota; Andrew R. Hinkle, National Center on Educational Outcomes
Who Uses Split-Screen to Their Advantage in Reading Assessment? Association With Student Traits and Performance - Hyunah Kim, Education Quality and Accountability Office; Kaiwen Zhou, York University; Mitch Haslehurst, Vretta Inc.; Xiaoheng Kitty Yan, Simon Fraser University; Zhimei Gu, Education Quality and Accountability Office; Jennifer Hove, Education Quality and Accountability Office
Research and Policy on Alternate Assessment Accommodations - Mari Quanbeck, National Center on Educational Outcomes; Virginia A. Ressa, University of Minnesota; Martha L. Thurlow, University of Minnesota
Access to the General Education Curriculum for Students Who Communicate Using Only Non-Symbolic Modes - Meagan Karvonen, University of Kansas; Nami Shin, University of Kansas; Karen Erickson, University of North Carolina - Chapel Hill