Steps toward creating fully accessible reading assessments

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7 Scopus citations

Abstract

The National Accessible Reading Assessment Projects (NARAP) have been conducting research and engaging in other activities to pull together a full view of the issues and potential solutions for developing reading assessments that are fully accessible and produce valid results for students with disabilities. To introduce this topic, the assumptions and theoretical bases for NARAP's work are explained. A description of students with disabilities and how the disabilities affect reading and performance on reading assessments is addressed, as well as the role of accommodations and universal design of assessments. Possible ways to create accessible reading assessments are highlighted here and presented in the articles in this issue of the journal.

Original languageEnglish (US)
Pages (from-to)121-131
Number of pages11
JournalApplied Measurement in Education
Volume23
Issue number2
DOIs
StatePublished - Apr 2010

Bibliographical note

Funding Information:
The National Accessible Reading Assessment Projects (NARAP) have focused on assessments of reading proficiency, and how to create assessments that are accessible for all students, particularly those students with disabilities. NARAP is a collaboration of three projects funded by the U.S. Department of Education, Institute of Education Sciences. The Designing Accessible Reading Assessments (DARA) and Technology-Assisted Reading Assessment (TARA) projects are located at Educational Testing Services (ETS). The Partnership for Accessible Reading Assessment (PARA) is located at the University of Minnesota, with partners at the University of California and Westat. These projects have collaborated to: (a) identify assumptions underlying their work, (b) consider the characteristics of students with disabilities and how their disabilities affect reading and performance on reading assessments, (c) generate possible ways to create fully accessible reading assessments, and (d) develop a set of accessibility principles and guidelines to guide the development of reading assessments.

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