Work

Test Accessibility: Item Reviews and Lessons Learned from Four State Assessments

Year: 2013

Type: article

Abstract: The push toward universally designed assessments has influenced several states to modify items from their general achievement tests to improve their accessibility for all test takers. The current study involved the review of 159 items used by one state across four content areas including science, coupled with the review of 261 science items in three other states. The item reviews were conducted using theAccessibility Rating Matrix(Beddow et al. 2009), a tool for systematically identifying access barriers in test items, and for facilitating the subsequent modification process. The design allowed for within-state comparisons across several variables for one state and for within-content area (i.e., science) comparisons across states. Findings indicated that few items were optimally accessible and ratings were consistent across content areas, states, grade bands, and item types. Suggestions for modifying items are discussed and recommendations are offered to guide the development of optimally accessible test items.

Source: Education Research International

DOI: 10.1155/2013/952704

Authors: Peter A. Beddow, Stephen N. Elliott, Ryan J. Kettler

Institutions: Lipscomb University, Arizona State University, Rutgers, The State University of New Jersey

Language: English

Topic: Educational Assessment and Pedagogy

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Reduced inequalities

Open Access status: hybrid

Estimated APC paid: $1,050