Steps toward creating fully accessible reading assessments

Martha L. Thurlow

doi:10.1080/08957341003673765

Steps toward creating fully accessible reading assessments

Martha L. Thurlow

Institute on Community Integration

Research output: Contribution to journal › Article › peer-review

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 language	English (US)
Pages (from-to)	121-131
Number of pages	11
Journal	Applied Measurement in Education
Volume	23
Issue number	2
DOIs	https://doi.org/10.1080/08957341003673765
State	Published - 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.

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education
SDG 10 Reduced Inequalities

Publisher link

10.1080/08957341003673765

Find It

Find It at U of M Libraries

Cite this

@article{4d709d3a32524ae6a1a22e86af8a30fd,

title = "Steps toward creating fully accessible reading assessments",

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.",

author = "Thurlow, \{Martha L.\}",

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.",

year = "2010",

month = apr,

doi = "10.1080/08957341003673765",

language = "English (US)",

volume = "23",

pages = "121--131",

journal = "Applied Measurement in Education",

issn = "0895-7347",

publisher = "Routledge",

number = "2",

}

TY - JOUR

T1 - Steps toward creating fully accessible reading assessments

AU - Thurlow, Martha L.

N1 - 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.

PY - 2010/4

Y1 - 2010/4

N2 - 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.

AB - 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.

UR - https://www.scopus.com/pages/publications/77951055716

UR - https://www.scopus.com/pages/publications/77951055716#tab=citedBy

U2 - 10.1080/08957341003673765

DO - 10.1080/08957341003673765

M3 - Article

AN - SCOPUS:77951055716

SN - 0895-7347

VL - 23

SP - 121

EP - 131

JO - Applied Measurement in Education

JF - Applied Measurement in Education

IS - 2

ER -

Steps toward creating fully accessible reading assessments

Abstract

Bibliographical note

UN SDGs

Publisher link

Find It

Other files and links

Fingerprint

Cite this