Titlebook: Handbook of Accessible Instruction and Testing Practices; Issues, Innovations, Stephen N. Elliott,Ryan J. Kettler,Alexander Kurz Book 2018L

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Accurate and Informative for All: Universal Design for Learning (UDL) and the Future of Assessment,le assessment throughout instruction to provide ongoing, actionable feedback to educators and students before failure takes place, when taking action can make a real difference for all. Teachers, students, parents, administrators, and assessment designers/developers all need accurate assessments and

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Testing Adaptations: Research to Guide Practice,changes are only appropriate if the differential boost criteria can be met. Given the centrality of clearly defining the construct, other forms of validity evidence may be more appropriate as a first step in evaluating testing adaptations. Practitioners and researchers can use the following three-st

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Recent Advances in the Accessibility of Digitally Delivered Educational Assessments,s. Using information about each student’s accessibility needs, digital tests are now able to customize the content presented to students and the access tools available to them as they perform a test. In addition, interoperability standards support the exchange of items across systems, and guidelines

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International Policies that Support Inclusive Assessment,ent of students with disabilities. This chapter outlines these initiatives and then provides a framework to evaluate countries and their adherence to inclusive assessment policies and practices. Three countries – the United States, Australia, and mainland China – are then reviewed against this frame

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Fair Testing and the Role of Accessibility,e the basis for fair inferences about test takers. Most psychometricians do agree that fairness is a fundamental validity issue that should be addressed from the very conception of a new test or testing process. One commonly adopted position is that fair interpretations of test results are based on

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Designing, Developing, and Implementing an Accessible Computer-Based National Assessment System,e measures for all students. This chapter describes the overall processes and individual tasks that the Smarter Balanced Assessment Consortium (Smarter Balanced) implemented to produce one of the most accessible mathematics and English language arts/literacy assessment systems. The assessments are a

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