Upload
junior-nichols
View
213
Download
0
Embed Size (px)
Citation preview
Technology Assisted Reading Assessment
Technology Assisted Reading Assessment
Cara Cahalan LaitusisEducational Testing Service
Martha ThurlowNCEO
Technology Assisted Reading Assessment
Purposes of Assessment
The purpose of this assessment is to serve as an accountability assessment of technology assisted reading (the use of assistive technology for accessing text).
Technology Assisted Reading Assessment
High-Level Claim
This assessment will measure the degree to which a student can independently access grade level English language arts text using assistive technology. Scores will be reported for three levels: Developing Proficiency, Proficient, and Advanced Proficient.
Technology Assisted Reading Assessment
Population of Test Takers
• From this large sample of students with visual impairments this assessment will focus only on:– Students in grades 7 to 10 whose primary method of
reading includes assistive technology– Students whose IEP includes instruction in reading
with assistive technology. • The assessment will not be appropriate for
students with significant cognitive impairments who participate in the state’s alternate assessment based on alternate achievement standards.
Technology Assisted Reading Assessment
Specific Forms of AT
• Audio (JAWS)
• Magnification (ZoomText)
• Tactile (refreshable braille)
• Combination of Audio, Magnification, and Tactile
Technology Assisted Reading Assessment
Advanced Proficient
• Student can access grade-level text independently and efficiently, with satisfactory literal comprehension, using one or more forms of assistive technology. – Ability to move fluidly within and between
technologies in order to optimize various technologies’ potential
– Selection of most appropriate form of AT for a given task
– Self-advocacy regarding technology choices
Technology Assisted Reading Assessment
Proficient
• Student can access grade-level text independently, with satisfactory literal comprehension, using one or more forms of assistive technology. – Can use the technology independently– Can use the technology to perform at grade level:
visual and tactile readers decode and read words fluently enough to understand what was written and audio readers comprehend and retain heard text
– Understands the basic functions of a technology
Technology Assisted Reading Assessment
Developing Proficiency
• Student has, at most, limited ability to access text independently using one or more format of assistive technology. – Student needs help from teacher – Student gets stuck with the technology
Technology Assisted Reading Assessment
Test Items
Technology Assisted Reading Assessment
Performance Task Goals• Operationalize proficiency definitions• Allow for variability in
• AT Type, • document format, • ways in which student might convey
responses
Technology Assisted Reading Assessment
Performance Task Types
• Document Manipulation– Read and recall– Navigate– Locate– Select AT and explain selection
• Document Switching
Technology Assisted Reading Assessment
Topics of CR Items
• Internet use
• AT knowledge, use, and troubleshooting
• Obtaining accessible material
• Dealing with specific types of material (regular print, PDF, Word, Daisy, etc.)
Technology Assisted Reading Assessment
Test Summary
Total Score 31 0-62
Diagnostic Sub-scores Select AT for Specific Task 3 0-6Locate* 3 0-6
Read and Recall* 3 0-6
Navigate 6 0-12
Document Switching 6 0-12
General AT Knowledge 10 0-20
Technology Assisted Reading Assessment
Field Test Plans• Target Sample 250 students (grades 7-11)
– 20 Teachers will test 10 students each (n=200)– NCEO researchers will test an additional 50
students
• Administrators Variables– Blind (5), Sighted (15)– Rural (3), Urban (3), Suburban (14)– Itinerant (14), School for the Blind (6)
Technology Assisted Reading Assessment
States in sample
• Arkansas• California (2)• Colorado (2)• Georgia (2)• Kentucky (2)• Louisiana• Maryland• Massachusetts (2)
• Michigan• Minnesota• New Jersey• New York• Pennsylvania• Texas• Washington (2)
Technology Assisted Reading Assessment
Timeline
• Training (May/July 2010)
• Administrations (June-Nov 2010)
• Data Analysis (Jan-Feb 2011)
• Standard Setting (March 2011)
• Final Report/Test Form (June 2011)