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Guidelines for Accessible A ssessment P roject: Research R esults. Laurene Christensen, Ph.D., Research Associate, National Center on Educational Outcomes Vitaliy Shyyan, Ph.D., Research Associate, National Center on Educational Outcomes. Project Goal.
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Guidelines for Accessible Assessment Project: Research Results Laurene Christensen, Ph.D., Research Associate, National Center on Educational Outcomes Vitaliy Shyyan, Ph.D., Research Associate, National Center on Educational Outcomes
Project Goal • To develop research-based guidelines for the representation of Common Core State Standards assessment content in audio and sign
Methodology • Cognitive labs with elementary, middle, and high school students • Students selected based on the following criteria: • Print disabilities • Low vision • English language learners • Deaf, hard of hearing, and ASL users • Participating students were from states in PARCC, Smarter Balanced, and unaffiliated states • Students took a short math assessment with isomorph pairs • Research teams observed the student during the assessment and asked follow-up questions
Research Instruments • Cognitive lab protocols • Demographic/login information • Audio/sign item sets • Post-test questions • Computer-based test items
Demographic/Login Information • School # • Student # • Grade • Need (deaf/hard of hearing; reading-based learning disability; English language learner; low vision) • Student gender • Test login ID • Note taker • Date
Grade 3-5 Audio: Set 1, Item 1 For the first question, the places of each house were read aloud.
Grade 3-5 Audio: Set 1, Item 2 For the second question, places of each classroom were not read aloud.
Grade 3-5 Audio: Set 2, Item 1 For the first question, the student told when the student dropped a soybean in the field and how many fields were planted.
Grade 3-5 Audio: Set 2, Item 2 For the second question, the student was not told anything when the student dropped a corn kernel on a field.
Grade 3-5 Sign: Set 3, Item 1 In the first question, the equations were not signed.
Grade 3-5 Sign: Set 3, Item 2 In the second question, the equations were signed.
Grade 3-5 Sign: Set 4, Item 1 In the first question, the signer used the ASL signs for right angle, symmetry, and length.
Grade 3-5 Sign: Set 4, Item 2 In the second question, the signer used ASL signs and finger-spelled those terms.
Grade 6-8 Audio: Set 4, Item 1 For the first question, each room was highlighted as it was read aloud.
Grade 6-8 Audio: Set 4, Item 2 In the second question, the room names were only read aloud when the student clicked on them.
Grade 6-8 Sign: Set 5, Item 1 In the first question, the signer used the ASL sign for estimates.
Grade 6-8 Sign: Set 5, Item 2 In the second question, the signer used ASL signs and fingerspells estimates.
Grade 9-12 Audio: Set 7, Item 1 For the first question, the picture was described.
Grade 9-12 Audio: Set 7, Item 2 For the second question, the picture was not described.
Grade 9-12 Sign: Set 3, Item 1 In the first question, the signer presented the question twice, once at the beginning of the item and again after the money information.
Grade 9-12 Sign: Set 3, Item 2 In the second question, the signer presented the information in the order it appears in English.
Insights from Students: Audio • It’s easier to break down a problem when you are listening. (205) • I liked how it actually told me what the equation was. (317) • The read aloud accommodation is helpful sometimes because sometimes I can’t really focus on what I’m reading. (210) • Yes, [helpful], it tells you the question, and you can better think about the answer and what’s the problem. … [equations read aloud] You know better the problem – you can think about it faster if the computer tells you the problem. (112) • [when shapes are described] You don’t have to think that hard. It helped me answer better. (106) • It’s easier to break numbers down when you are listening and taking notes. (205) • [usefulness of read aloud] Sometimes there is a word, and I’m not sure what it is, so it helps when I am told what the word is. (216) • Helpful. Sometimes I can’t read stuff correctly or don’t understand by myself. If they read for me, it’s easy to know. (213) • Preferred the one with the numbers read – it is unnatural not to have the numbers read. … Yes, a whole lot [helpful] because I really don’t struggle on words, it tells me what it is, it helps me better when somebody reads to me. (209) • I like it when I read in my head. I get more focused. Another voice is distracting. (303)
Insights from Students: Audio Quality • Yes, I liked the voice, it was a little slow. (201) • The voice is clearer than some I heard before. (109) • It sounded like a robot. (303) • It sounded pretty much like Siri from my phone. A bit too fast. (102)
Insights from Students:Sign • Some of the English words I don’t know so I can watch the sign. (262) • I liked the one with the picture describe. In deaf culture we do describe photos. (353) • Watching videos is helpful – if I don’t understand something, I can get more information. (362) • I can understand questions better when they are signed, not finger-spelled. (156) • ASL is our language. English is not bad but ASL is my language. … When you read the English, it is hard to understand. But the signs help. (167) • We don’t have laptops. But if I had a test on a computer – I’m not sure about videos. You have to learn English. (365)
