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Testing, Assessment, and Testing, Assessment, and Customers with Disabilities:Customers with Disabilities:
Effective PracticesEffective PracticesMary PodmostkoMary Podmostko
November 14, 2007November 14, 2007
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Universal Design
The design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design – Center for Universal Design, NCSU
The need for accommodations will be reduced but not eliminated for some customers.
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Universal Design for Learning
Provides a blueprint for creating flexible goals, methods, materials, and assessments that accommodate learner differences.
"Universal" does not imply a single optimal solution for everyone. Instead, it is meant to underscore the need for multiple approaches to meet the needs of diverse learners.– Center for Applied Special Technology (CAST)
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Organization of Career Planning Begins with Assessment
1. Understanding the Terrain of Assessment
2. The Dynamics of Disabilities
3. Selecting and Using Assessments
4. The Organizational Perspective
5. Appendices
6. Quick Reference Charts and Sample Forms
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What is assessment?
The process of collecting data for the
purpose of making decisions
Salvia, J. & Ysseldyke, J. (2004) Assessment in
special and inclusive education. Boston, MA:
Houghton Mifflin
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Types of Assessment
Tests or Assessment Instruments, including performance assessments
Interviews Observations Record Reviews
DECISIONS SHOULD NOT BE BASED ON THE RESULTS OF ONE TEST.
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Domains of Assessment
Educational Domain - Academic Performance or Achievement
- Cognitive Abilities
Vocational Domain - Career Interest Inventories
- Job Aptitudes
- Occupational Specific Certification
- Physical and Functional Capacities
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Domains of Assessment (continued)
Psychological Domain - Cognitive Abilities
- Behavioral, Emotional, Social
- Leadership
Medical Domain - Physical and Functional Capacities
- Drug and Alcohol
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Assessment
Is a dynamic process, not an end in itself. Should have clear purposes and goals. Should be an empowering process. Should be integrated into a larger plan of
individualized services. Should consider environmental factors affecting the
individual Should include individualized accommodations and
assistive technology as needed.
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Assessment Instruments
Should be carefully chosen with attention to their documented reliability and validity.
Should be administered and interpreted by qualified personnel.
Should open doors not close them. Should provide results or reports that are written in
easily understandable language.
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Institutional Assessments
Two Purposes
1. Required as part of the eligibility process
2. To document achievement of program goals– Common Performance Measures
Literacy Numeracy
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Directory of Commonly-Used Published Tests
Over seventy different tests commonly given to adolescents and young adults
Indexed by major domain categories Almost impossible to keep updated
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Test name Tests of Adult Basic Education (TABE) Forms 9 and 10
Web site http://www.ctb.com (Click Adult Education tab)
What is measured A series of norm- and criterion-referenced achievement tests providing scores for most types of adult educational decision-making. Subtests are reading, math computation, applied math, language, language mechanics, vocabulary, spelling, science/social studies, algebra/geometry, and writing .
Target groups Adult students, literacy and ABE/GED instruction groups, workforce development, vocational-technical programs, and school-to-work programs. Suitable for ages 14 to adult, but note that the norm sample is primarily older youth and adults. Available in Spanish.
How normed Norms based on over 34,000 adults and juveniles from 46 states in adult basic education, adult/juvenile corrections, and vocational/technical schools and colleges. 35% were aged 14-20. Less than 10% were English Language Learners. Approximately 8% had disabilities including Learning Disabilities, Serious Emotional Disturbance, and Mental Retardation.
Qualifications required to administer
Adult educators who have a general knowledge of measurement principles and who are willing to abide by the Assessment Standards of the American Psychological Association. For more information, see Purchaser’s Qualification Statement in back of Products & Services catalog.
How administered Individual or group. Paper/pencil, computer. Also large print, audio, and Braille versions of Form 9.
Time needed for administration
Varies by test. Complete battery of seven tests takes 3 hours and 34 minutes. Four survey tests take 1 hour 30 minutes.
How scored Hand, machine, and computerized scoring.
Cost 25 complete battery or survey books and 25 answer sheets cost $137.00; $8 per online test administration. Additional costs for administrator and technical manuals, etc.
Reliability and validity
Reliability and validity are strong for normed tests. Criterion scores are not as strong, nor are advanced level supplementary tests. (Geisinger, Spies, Carlson & Plake, in press, BUROS)
Publisher’s address and phone
CTB McGraw Hill20 Ryan Ranch Road, Monterey, CA 93940 800-538-9547
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Appropriate Uses of the TABE
Pre- and post-testing for literacy and numeracy measures
As one consideration for making referrals to ABE/GED or training programs
To identify skills or knowledge that need review or brush-up (item analysis)
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Accommodations
Changes made to an assessment to alleviate the effects of a disability—not lower expectations for performance.
Do not change the construct tested. May be changes to presentation or response
format, test setting, or test timing.
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Accommodations
Category 1 – do not affect performance in a way that alters interpretation of results.
Category 2 – may have an effect on performance in interpreting results.
Category 3 – are likely to change what is measured and therefore have an effect on the interpretation of results
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Examples of Accommodations
Category 1: Large print, marking responses in text booklet, taking the test alone in a quiet room, taking more breaks
Category 2: Reading directions aloud, using a spell checker, using extra time
Category 3: Reading reading comprehension questions aloud, giving answers to a scribe on a writing test
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Alternative Assessments
Are used when standardized educational tests cannot be administered even with accommodations
Types of alternative assessments– Portfolios– Work samples– Performance assessment (usually one-on-one)– Observation in structured and unstructured
settings
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When a Person Enters a One Stop
Interviews, Observations, Record Reviews
Confidentiality
Non-Discrimination (ADA, WIA…)
Modifications or Accommodations
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Ethical Practices and Confidentiality/Privacy Issues
Responsibilities of educators and youth service practitioners
Code of Fair Testing Practices in Education
Family Educational Rights and Privacy Act
(FERPA)
Health Insurance Portability and
Accountability Act (HIPAA) Privacy Rule
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Issues Related toHidden Disabilities
Disclosure
Screening vs. Assessment
Referrals to Consultants
Education and Training Programs
Treatment Programs
Accommodations
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When a Person Asks for an Accommodation
Discussing needed accommodations should be part of the One Stop intake process.
If the requested accommodation is not available at the One Stop:
– Is it documented?– Is it reasonable?– Can the person provide it?– Can another agency provide it? – Can it be acquired and implemented in a reasonable
timeframe?
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Organizational Considerations
Clear assessment policies, effective use of existing resources, and professional development for staff result in
Improved capacity Interagency cooperation Quality services Better results for customers
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National Collaborative on Workforce and Disability for Youth
1-877-871-0744 (toll free)[email protected]
Mary [email protected]
904-225-9718
