A report describing a study that investigated an online auditory feature of an assessment designed to provide students who have challenges with print reading with content information. Large-scale educational assessment practice has moved consistently from a paper-and-pencil exercise to online assessments over the past decade. New formats for testing allow for new opportunities to provide students with disabilities access to items so that they may most validly demonstrate their knowledge. In an effort to evaluate the impact of how content is presented in auditory fashion, project personnel at NimbleTools® and the National Center on Educational Outcomes examined three approaches to "scripting" or creating audio representations of items. The results are presented in this report.
The Center is supported through Cooperative Agreements (#H326G050007
and #H326G110002) with the Research to Practice Division, Office of
Special Education Programs, U.S. Department of Education. This report
was funded with partial support from the State of New Hampshire and
Nimble Tools on a Grant for Enhanced Assessment Instruments funded
by the U.S. Department of Education from January 2009–June 2010. Additional
support for targeted projects, including those on English language
learners, is provided by other federal and state agencies. Opinions
expressed herein do not necessarily reflect those of the U.S. Department
of Education or Offices within it.
Wu, Yi-Chen; Rogers, Christopher; Johnstone, Christopher.
Rules for Audio Representation of Science Items on a Statewide Assessment: Results of a Comparative Study (NCEO Technical Report).
University of Minnesota, Institute on Community Integration, National Center on Educational Outcomes (NCEO).
Retrieved from the University of Minnesota Digital Conservancy,
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