Exploring Universal Text-to-Speech Use in Assessment from a Cognitive Demand Perspective

• In Event: Considerations in Assessing Special Populations

Abstract

Text-to-speech (TTS) is increasingly offered to any student during testing, to expand opportunities for fairness and equity. There is a need to fully understand who uses and benefits from it, the cognitive demands associated with its use, and the factors that may inhibit its use.

Authors

• Ejike Edeh, UNIVERSITY OF ARKANSAS

• Heather Buzick, EDUCATIONAL TESTING SERVICE