1. Chapter Five
Using Test Adaptations and
Accommodations

2. Why Be Concerned About Testing
Adaptations?
• Changes in Student Population
– Diversity  Students are becoming
increasingly diverse in the following areas:
• Ethnicity
• Race
• Language
• Academic background
• Disability (developmental, physical, emotional)

3. Why Be Concerned About Testing
Adaptations, cont.
• Changes in Educational Standards
– Accountability
• All students need the opportunity to reach high
achievement standards.
• The Need for Accurate Measurement
– Fair evaluation
• Test response requirements should be adapted for
accurate evaluation.

4. Why Be Concerned About Testing
Adaptations, cont.
• It is Required by the Law
– 14th Amendment to the US Constitution
• Guarantees the right to equal protection and due
process
– Individuals with Disabilities Education Act
(IDEA)
• Guarantees the right to education and due process
• Mandates the inclusion of students with disabilities
in statewide assessment

5. Why Be Concerned About Testing
Adaptations, cont.
• It is Required by the Law, cont.
– Section 504 of the Rehabilitation Act of 1973
• Equal participation – it is illegal to exclude
participation because of disability
– Americans with Disabilities Act
• Equal access to exams used to provide credentials
or licenses
– No Child Left Behind (NCLB)
• Requires that states report annually on the
performance and progress of all students

6. The Importance of Promoting Test
Accessibility
• Universal Design
– Definition: “The design of products and
environments to be useable by all people, to
the greatest extent possible, without the need
for adaptation or specialized design.” (Center
for Universal Design)
Copyright © 1997 NC State University, The Center for Universal
Design.

7. The Importance of Promoting Test
Accessibility, cont.
• Principles of Universal Design (Center for
Universal Design)
– Equitable use - The design is useful and marketable
to people with diverse abilities.
– Flexibility in use - The design accommodates a wide
range of individual preferences and abilities.
– Simple and intuitive - Use of the design is easy to
understand, regardless of the user’s experience,
knowledge, language skills, or current concentration
level.
Copyright © 1997 NC State University, The Center for Universal
Design.

8. The Importance of Promoting Test
Accessibility, cont.
• Principles of Universal Design, cont.
(Center for Universal Design)
– Perceptible information - The design communicates
necessary information effectively to the user,
regardless of ambient conditions or the user’s
sensory abilities.
– Tolerance for error - The design minimizes hazards
and the adverse consequences of accidental or
unintended actions.
Copyright © 1997 NC State University, The Center for Universal
Design.

9. The Importance of Promoting Test
Accessibility, cont.
• Principles of Universal Design, cont.
(Center for Universal Design)
– Low physical effort - The design can be used
efficiently and comfortably and with a minimum of
fatigue.
– Size and space for approach and use - Appropriate
size and space are provided for approach, reach,
manipulation, and use regardless of user’s body size,
posture, or mobility.
Copyright © 1997 NC State University, The Center for Universal
Design.

10. The Importance of Promoting Test
Accessibility, cont.
• Applying Universal Design in Test Development
and Use
– NCEO elements
• Inclusive assessment population
• Precisely defined concepts
• Accessible, nonbiased items
• Amendable to accommodations
• Simple, clear, and intuitive instructions and procedures
• Maximum readability and comprehensibility
• Maximum legibility

11. The Importance of Promoting Test
Accessibility, cont.
• Universal Design Applications Promote
Better Testing for All
– Universal design can reduce the need for
accommodations among students.

12. Factors to Consider in Making
Accommodation Decisions
• Ability to Understand Assessment Stimuli
– A student’s ability to understand test stimuli
may be hindered by a sensory, mental, or
language limitation.
• Ability to Respond to Assessment Stimuli
– Accurate responding may be hindered by a
sensory or physical limitation.

13. Factors to Consider in Making
Accommodation Decisions, cont.
• Normative Comparisons
– To the extent that the test was administered
to the student differently than the way it was
administered to the norm group, you must be
very careful in interpreting the results.
• Appropriateness of the Level of the Items
– Out-of level testing is not appropriate for
accountability purposes.

14. Factors to Consider in Making
Accommodation Decisions, cont.
• Exposure to the Curriculum Being Tested
– If students do not have access to the general
education curriculum, their performance will
reflect a lack of opportunity to learn rather
than limited skill and ability.
• Environmental Considerations
– Tests should be given in a quiet setting and in
multiple sessions to reduce fatigue for
maximum performance.

15. Factors to Consider in Making
Accommodation Decisions, cont.
• Cultural Considerations
– The test can be invalid if it relies on a
student’s cultural knowledge.
– Cultural values must be considered (e.g.,
response to authority figures, male-female
relations).
– Students from other cultures may lack test-taking
skills.

16. Factors to Consider in Making
Accommodation Decisions, cont.
• Linguistic Considerations
– If children are not fluent in English, they
cannot access the content or respond to tests
administered in English.
– Bilingual students
• Language dominance is not the same as language
competence for testing.
– English as a Second Language
• Age, immersion in English, and similarity to English
affect the time required for students to attain
cognitive and academic sufficiency in English.

17. Categories of Testing Accommodations
(CTB/McGraw-Hill, 2004)
• Category 1: Accommodations that have no
impact on test validity
– Presentation
• Visual magnifying equipment
• Large-print edition of the test
• Audio amplification equipment
• Place markers
• Directions read aloud
• Directions tape recorded
• Directions in sign language
• Directions marked with highlighting

18. Categories of Testing Accommodations,
cont. (CTB/McGraw-Hill, 2004)
• Category 1, cont.
– Response
• Mark responses in test booklet
• Mark responses on large-print answer document
• Indicate responses to a scribe
• Record on audio tape
• Sign language
• Computer, typewriter, Braille writer, or other machine
• Template
• Other communication devices
• Spelling checker

19. Categories of Testing Accommodations,
cont. (CTB/McGraw-Hill, 2004)
• Category 1, cont.
– Setting
• Alone
• Small group or different class
• Home or care facility
• Adaptive furniture
• Special lighting and/or acoustics
– Timing/schedule
• More breaks
• Flexible scheduling

20. Categories of Testing Accommodations,
cont. (CTB/McGraw-Hill, 2004)
• Category 1, cont.
– ELL specific
• Spelling aids
• Computer-based written response
• Computer-based testing with glossary
• Bilingual word list, customized dictionary, and glossary
• Format clarified
• Definitions clarified in English and/or native language
• Oral and written directions in English and/or native language
• Directions translated to native language

21. Categories of Testing Accommodations,
cont. (CTB/McGraw-Hill, 2004)
• Category 2: Accommodations that may
affect validity:
– Presentation
• Read aloud stimulus material, questions, and/or
answer choices
• Tape recorder for stimulus material, questions,
and/or answer choices
• Sign language of stimulus material, questions,
and/or answer choices
• Communication devices
• Calculator or arithmetic tables

22. Categories of Testing Accommodations,
cont. (CTB/McGraw-Hill, 2004)
• Category 2, cont.
– Response
• Graph paper
• Indicate response on scribe
– Timing/scheduling
• Extra time
• More breaks
• Extend over multiple days
• Flexible scheduling

23. Categories of Testing Accommodations,
cont. (CTB/McGraw-Hill, 2004)
• Category 2, cont.
– ELL specific
• Directions read aloud in linguistically clarified English
• Directions read aloud in native language
• Directions read aloud in English
• Audiotaped test items in English
• Audiotaped test items in native language
• Test linguistically clarified
• Oral responses with scribe
• Translate written responses in native language to English
• Side-by-side bilingual test or translated version

24. Categories of Testing Accommodations,
cont. (CTB/McGraw-Hill, 2004)
• Category 3: Accommodations that are known to
affect validity:
– Presentation
• Braille
• Sign language of stimulus material, questions, and/or answer
choices
• Text-talk converter
• Tape recording of stimulus material, questions, and/or
answer choices
• Paraphrase directions, stimulus material, questions, and/or
answer choices
• Calculator or arithmetic table
• Dictionary

25. Categories of Testing Accommodations,
cont. (CTB/McGraw-Hill, 2004)
• Category 3, cont.
– Response
• Indicate responses to a scribe
• Spelling aids
• Dictionary

26. Recommendations for Making
Accommodation Decisions During Eligibility
Testing
• Students with Disabilities
– Conduct assessments in student’s primary
language or mode of communication.
– Accommodate test format when the purpose
of testing is not substantially impaired.
– Make normative comparisons only if the group
includes students with background
experiences and opportunities like those of
the student being tested.

27. Recommendations for Making
Accommodation Decisions During Eligibility
Testing, cont.
• Students with Limited English Proficiency
– Test in the student’s native language.
• Use commercially translated tests – Best if
translated versions are renormed and reformatted
for another language and culture.
• Develop and validate a version of the test for each
cultural/linguistic group – Develop test items within
native culture and standardize.
• Use an interpreter – Tester can translate or
interpret directions or test content and answer
questions in the student’s native language.

28. Recommendations for Making Accommodation
Decisions During Eligibility Testing, cont.
• Students with Limited English Proficiency,
cont.
– Use nonverbal tests.
• Reduces the effects of language and culture
– Do not test.
• Use alternate methods to establish eligibility (e.g.,
student observation, family and teacher interviews)

29. Recommendations for Making Accommodation
Decisions During Accountability Testing
• Follow state and district guidelines for
accommodation use in large-scale
assessment.
• Decision maker(s) should know the
student.
– Including strengths and weaknesses
• Consider the student’s learning
characteristics and current
accommodations used during classroom
instruction and testing.

30. Recommendations for Making Accommodation
Decisions During Accountability Testing, cont.
• Do not let the student’s disability category
or program setting influence the decision.
• Ensure the accommodations have been
used by the student prior to their use in an
assessment.
– Do not introduce new accommodations for
district or statewide assessment.

31. Recommendations for Making Accommodation
Decisions During Accountability Testing, cont.
• Make the decision systematically.
– Use a form listing variables to consider and
classroom data.
• Document the decision on the student’s
IEP.

32. Recommendations for Making Accommodation
Decisions During Accountability Testing, cont.
• Involve parents.
– By participation in the decision-making
process or given the analysis of need for
accommodations and by signing the form
indicating accommodations that will be used.
• Reconsider annually.
– Because student needs change over time