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ERIC Number: ED475318
Record Type: RIE
Publication Date: 2003-Jan
Pages: 8
Abstractor: N/A
Using Computer-Based Tests with Students with Disabilities. NCEO Policy Directions.
Thompson, Sandra; Thurlow, Martha; Moore, Michael
This report presents factors to consider in the design of computer-based testing for all students, including students with disabilities and students with limited English proficiency. It also provides a process for the initial transformation of paper/pencil assessments to inclusive computer-based testing. Steps include: (1) assemble a group of experts to guide the transformation, including experts on assessment design, accessible Web design, universal design, and assistive technology; (2) decide how each accommodations will be incorporated into the computer-based test; (3) consider each accommodation or assessment feature in light of the constructs; (4) consider the feasibility of incorporating the accommodation into computer-based tests; and (5) consider training implications for staff and students with special attention being given to the computer literacy of students and their experience using features like screen readers. The report then provides the following examples of specific accommodations for students with disabilities and students with limited English proficiency: large print and magnification, audio presentation of instruction and test items, simplified instructions, writing in the test booklet, using a calculator, breaks and multiple test sessions, and individual or small group administration. The report closes with a list of considerations in the transformation of accommodations from paper/pencil to computer-based tests. (Contains 10 references.) (CR)
National Center on Educational Outcomes, University of Minnesota, 350 Elliott Hall, 75 East River Rd., Minneapolis, MN 55455 ($3.50). Tel: 612-624-8561; Fax: 612-624-0879; e-mail: For full text:
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Center on Educational Outcomes, Minneapolis, MN.
Grant or Contract Numbers: N/A