Overview
Provides new, updated research on accessible instruction and testing
Examines application of accessibility to design and implementation of instruction and tests with all students
Discusses accessibility as a necessary condition for learning and ensuring the validity of assessment results
Describes innovative computerized assessments
Details how to include opportunity-to-learn data in teacher evaluation and development
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Table of contents (17 chapters)
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Front Matter
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Back Matter
Keywords
- Accessibility needs and English language learners
- Accessible testing and cognitive load theory
- Autism and accessible testing
- Behavior challenges and accessible testing
- Classroom connections and accessible instruction
- Cognitive load theory and item design
- Computer-delivered accessible tests
- Developmental disabilities and accessible testing
- Educational equity and quality
- ELL and accessible testing
- Intellectual disabilities and accessible testing
- International policies and inclusive assessments
- Item writing research and accessible tests
- National testing program and accessibility
- Professional teacher development and testing
- Response-to-Intervention models and services access
- Special populations and accessible testing
- Test design principles and accessible tests
- Testing accessibility and educational policy
- Universal Design for Learning (UDL)
About this book
The Second Edition of this handbook provides comprehensive coverage of the concept of accessibility and its application to the design and implementation of instruction and tests with all students. It updates and expands on its original contents and responds to the increasing demand for research-based evidence of accessible instruction and testing practices from the professional community. Chapters explore how outcomes are affected when essential features or components of instructional materials and tests are not accessible to any portion of the student population. The handbook addresses the new set of Standards for Educational and Psychological Testing that was published in 2014 as well as requirements for a high level of access for all interim and summative tests by national testing consortiums. In addition, the handbook describes how the Center for Applied Special Technology (CAST) has continued to advance Universal Design for Learning (UDL) principles in mainstream education with teachers of all types of students, not just students with disabilities.
Topics featured in this text include:Â
- A summary of U.S. policies that support inclusive assessment for students with disabilities.Â
- An overview of international policies that support inclusive assessments.Â
- Designing, developing, and implementing an accessible computer-based national assessment system.Â
- Universal Design for Learning (UDL) principles and the future of assessment.Â
- Recent advancements in the accessibility of digitally delivered educational assessments.Â
Editors and Affiliations
About the editors
Stephen N Elliott, PhD, the senior editor, is the Mickelson Foundation Professor at Arizona State University. Steve teaches courses on measurement and assessment of academic and social behavior and co-directs two USDE research grants concerning opportunity to learn and the achievement growth of students. Steve has authored more than 250 journal articles, books, and chapters as well as 6 widely used behavior-rating scales.Â
Ryan J. Kettler, PhD, is an Associate Professor in the School Psychology Program of the Graduate School of Applied and Professional Psychology at Rutgers, The State University of New Jersey. He conducts research in data-based decision making, including issues related to screening, inclusive assessment, rating scale technology, and reliability and validity issues. Ryan has authored more than 50 articles and chapters.
Peter A. Beddow, PhD, is the president of Accessible Testing, LLC, the mission of which is to facilitate the development of tests that are free from barriers for students with a broad range of abilities and needs. He is the senior author of the Test Accessibility and Modification Inventory and has authored numerous articles and chapters on accessibility theory. He also operates Accessible Behavior, LLC, through which he works with teachers, parents, and other caregivers and leaders to understand and manage child behavior and facilitate positive behavior change for individuals with behavior problems. Pete lives in Nashville, Tennessee.
Alexander Kurz, MEd, is an Assistant Research Professor in the T. Denny Sanford School of Social and Family Dynamics and Director of the AzPREP Office at Arizona State University. He conducts research on opportunity to learn, instructional coaching, and collective impact. Alex co-directs several USDE research grants concerning opportunity to learn and the achievement growth of students, school improvement, educator evaluation as well as research with community nonprofits such as Valley of the Sun United Way. Alex has authored more than 20 articles and chapters and co-developed a widely used OTL measure.
Bibliographic Information
Book Title: Handbook of Accessible Instruction and Testing Practices
Book Subtitle: Issues, Innovations, and Applications
Editors: Stephen N. Elliott, Ryan J. Kettler, Peter A. Beddow, Alexander Kurz
DOI: https://doi.org/10.1007/978-3-319-71126-3
Publisher: Springer Cham
eBook Packages: Behavioral Science and Psychology, Behavioral Science and Psychology (R0)
Copyright Information: Springer International Publishing AG, part of Springer Nature 2018
Hardcover ISBN: 978-3-319-71125-6Published: 20 March 2018
Softcover ISBN: 978-3-030-10017-9Published: 26 January 2019
eBook ISBN: 978-3-319-71126-3Published: 08 March 2018
Edition Number: 2
Number of Pages: XIII, 276
Number of Illustrations: 16 b/w illustrations, 10 illustrations in colour
Topics: Child and School Psychology, Educational Psychology, Social Work, Educational Policy and Politics