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Assessment in an era of accessibility: Evaluating rules for scripting audio representation of test items
Author(s) -
Johnstone Christopher,
Higgins Jennifer,
Fedorchak Gaye
Publication year - 2019
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/bjet.12603
Subject(s) - scripting language , presentation (obstetrics) , test (biology) , reading (process) , computer science , key (lock) , representation (politics) , multimedia , scale (ratio) , linguistics , political science , computer security , medicine , paleontology , physics , quantum mechanics , biology , politics , law , radiology , operating system , philosophy
Standardized, large‐scale assessment of educational outcomes has become a global phenomenon over the past three decades (Smith, [, 2016]). A key challenge facing assessment designers is that standard formats may be inaccessible or may create barriers to student performance. Schwanke, Smith, and Edyburn's ([Schwanke, T. D., 2001]) A3 model describes how advocates have reacted to structural barriers by providing accommodations and, ultimately, accessibility. This paper synthesizes and evaluates three studies that attempted to improve accessibility in assessments for students who struggle with print reading through audio presentation of assessment items. Cross‐study implications for policy and practice are considered.