Universal Design Considerations for Technology-Based, Large-Scale, Next-Generation Assessments

Given the high-stakes nature of large-scale assessments grounded in Common Core State Standards (CCSS) (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010) (see www.corestandards.org), assessments that often have significant consequences for s...

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Bibliographic Details
Published inPerspectives on language and literacy Vol. 40; no. 1; p. 23
Main Authors Christensen, Laurene L, Shyyan, Vitaliy, Johnstone, Christopher
Format Journal Article
LanguageEnglish
Published Baltimore International Dyslexia Association 01.01.2014
Subjects
Access to Education
Dyslexia
Early Reading
Education reform
Educational Change
Educational technology
Instructional design
Learning
Learning disabilities
Literacy
No Child Left Behind Act 2001-US
People with disabilities
Science
Syntax
Testing Accommodations
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Summary:Given the high-stakes nature of large-scale assessments grounded in Common Core State Standards (CCSS) (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010) (see www.corestandards.org), assessments that often have significant consequences for students, teachers, and schools, educators must ensure that tests are an accurate measure of the knowledge and skills of all students. Some students with learning disabilities may have developed motivational or attentional difficulties from their schooling (e.g., they may have learned to be highly anxious during literacy tasks or tests, or have developed "learned helplessness" behaviors from repeated failure during testing); others may have difficulties with the executive function demands of testing (e.g., the most difficult aspect of the testing may be the requirement for sustained effort and attention on a single task, or the requirement for working memory).
ISSN:1935-1291