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Issues of Access and Validity in Standardized Academic Assessments for Students Who Are Deaf or Hard of Hearing

Issues of Access and Validity in Standardized Academic Assessments for Students Who Are Deaf or Hard of Hearing

Chapter:
(p.213) 10 Issues of Access and Validity in Standardized Academic Assessments for Students Who Are Deaf or Hard of Hearing
Source:
Educating Deaf Learners
Author(s):
Stephanie W. Cawthon
Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780190215194.003.0010

Academic assessment is an integral part of how teachers evaluate academic progress of their students, how schools evaluate the effectiveness of their teachers, and how agencies evaluate the success of curriculum and school reforms. These assessments often rely upon large-group, standardized administration of tests that are either in paper-and-pencil or, increasingly, computer-based formats. The purpose of this chapter is to discuss issues related to assessment accessibility and the validity of scores for students who are deaf or hard of hearing. The chapter considers (a) language-based accommodations such as translation from written text to sign language in paper-and-pencil administrations; (b) test item features that may interact with test accommodations and characteristics of students who are deaf or hard of hearing; and (c) implications of these changes on how scores are used in high-stakes decision making about student achievement.

Keywords:   deaf, assessment, accommodations, validity, access

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