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Presentations: Different Editions

How using different editions can help assessment accommodations.
Teaching Strategies:
Grades:
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Presentations: Different Editions

Related References
Types of Assessment
Accommodations

Accommodation
Objectives

Guiding Principles
Case Studies
Glossary
Descriptions

There are a variety of format alterations. Examples include:

  • Braille version. Braille format assessments are generally available from the state ortest publisher.
  • Large print. The assessment is presented in a larger type size. In addition, there maybe more spacing between lines. In some cases, large print editions may be availablefrom the state or the test publisher.
  • Large answer bubbles. The bubbles on the response form are enlarged. This accommodation helps students who have difficulty staying within the bubble outline, especially in cases of machine-read response forms. In some cases, these may beavailable from the test publisher or companies that produce response forms.
  • Fewer items per page. Items may be spread out for easier reading. Or, they may bespread over several pages to reduce a student's feeling of being overwhelmed. Forexample, rather than present 20 items on a page, there will be 10 items.

Procedure

  1. First, determine if the test is available in the desired format.
  2. If it is not, followdistrict and/or state policies for modifying the test. For example, are Braille services(i.e., certified transcribers and proofreaders) available in the district? If a map on apage is too small, can you use a photocopier to make enlargements?
  3. When makingyour own accommodations, be sure to proofread the final version.
  4. If the student istaking the test with a different teacher, inform that teacher of the changes.

Cautions

If the test is not available in accommodated format, make sure that all elements ofyour accommodated test are present and are in proper sequence. In cases where yousupplement an item (e.g., providing a map or diagram in larger size), make sure thestudent knows how to use the accommodated page in the context of the test. Otherwise, he or she may become confused.

When placing fewer items on a page, make sure that the items are grouped as muchlike the original as possible. For example, if there are five items in one part alongwith a figure, do not put four items on one page with the diagram and the fifth itemon the next page. This would require the student to flip back and forth in the testbooklet, which could prove troublesome for some students.

Students with behavioral or motivational difficulties may perceive a longer test asoverwhelming. For example, 15 pages during a high-pressure situation may provedaunting for a youngster. When using a format accommodation with such a student,pair it with a timing accommodation. For example, give a student the first severalpages of the assessment, then take a break when those pages are completed.

Excerpted from Assessment Accommodations Toolkit.

CEC
Provided in partnership with The Council for Exceptional Children.

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