This study explored the effectiveness of extended time (ET) accommodations in the 2017 NAEP Grade 8 Mathematics assessment to enhance educational equity. Analyzing NAEP process data through an XGBoost model, we examined if early interactions with assessment items could predict students' likelihood of requiring ET by identifying those who received…

This study investigated the effectiveness of four Digitalized Interactive Components (DICs) designed based on cognitive principles to accommodate individual differences among students with learning difficulties in geometry during computer-based assessments. The four DICs were annotations (allowing students to make notes on the screen), pop-up…

This study investigated through an online survey how sign language practitioners changed their sign language assessment practices during the COVID-19 pandemic. The survey consisted of five sections and 29 questions overall. It was provided in written English and German as well as in International Sign and was administered online between October…

One perceived advantage of computer-based testing is that accessibility tools can be embedded within the testing format, allowing students with disabilities to use them when necessary to remove unique barriers within testing. However, an important assumption is that students activate and use the tools when needed. Initial data from large-scale…

Aim/Purpose: This study examined the experiences of international students writing a typed e-assessment at the on-campus computer lab on the ExamOnline system. Background: After a computer-based typed summative examination was introduced for one of the MSc degree's modules in a UK university, it was critical to ascertain its inclusivity. The…

To investigate the impact of universal testing accommodations on a computer-based reading comprehension test, accessibility, reliability, and validity were evaluated. Tests with and without accommodations were administered to 131 twelfth-grade students in three U.S. schools. Scores on Curriculum-Based Measurement probes determined groups of…

Attitudes to sign languages or language policies are often not overtly discussed or recorded but they influence deaf young people's educational opportunities and outcomes. Two qualitative studies from Scotland investigate the provision of British Sign Language as accommodation in public examinations. The first explores the views of deaf pupils and…

Standardizing accessible test design and development to meet students' individual access needs is a complex task. The following study provides one approach to accessible test design and development using participatory design methods with school community members. Participatory research provides opportunities to empower collaborators by co-creating…

Implementing a randomized controlled trial design, the present study investigated the effects of two types of accommodations, linguistic modification and a glossary, for English learners (ELs) taking a computer-based mathematics assessment. Process data including response time and clicks on glossary words were also examined to better interpret…

This article describes the implementation of a special accommodations policy for a suite of localised English language and numeracy tests, the Workplace Literacy and Numeracy (WPLN) Assessments. The WPLN are computer-delivered assessments, part of the WPLN training and assessment programme, which exists to provide access to workforce skills…

Computer-based, pop-up glossaries are perhaps the most promising accommodation aimed at mitigating the influence of linguistic structure and cultural bias on the performance of English Learner (EL) students on statewide assessments. To date, there is no established procedure for identifying the words that require a glossary for EL students that is…

Text-to-speech (TTS) refers to technology that reads aloud digital text (Understood, 2019). For years, TTS and its human counterpart--read aloud--have generated controversy about when and for whom these supports should be allowed on state assessments (Thurlow, Christensen, & Rogers, n.d.; Thurlow & Weiner, n.d.; Thurlow, Laitusis, Dillon,…

The inclusion of students with disabilities in the education system results in content or assessment accommodations to suit the students' special needs and to ensure they have acquired the objectives listed in the curriculum. In this paper, we aim at proposing different ways to accommodate a university English language test to a partially blind…

As a form of assessment, examinations are designed to determine whether students have met learning outcomes. However, students with disabilities report avoiding examinations, selecting units of study where the assessments align with their strengths. To ensure examinations do not contribute to the systematic exclusion of students with disabilities,…

English learners (ELs) comprise approximately 10% of kindergarten to Grade 12 students in US public schools, with about 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…