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Using Technology to Help Educators Make More Informed Decisions about Accessibility Tool Assignment

Using Technology to Help Educators Make More Informed Decisions about Accessibility Tool Assignment. Chris Rogers Laurene Christensen National Center on National Center on Educ. Outcomes Educ. Outcomes CCSSO National Conference on Student Assessment

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Using Technology to Help Educators Make More Informed Decisions about Accessibility Tool Assignment

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  1. Using Technology to Help Educators Make More Informed Decisions about Accessibility Tool Assignment Chris Rogers Laurene Christensen National Center onNational Center on Educ. Outcomes Educ. Outcomes CCSSO National Conference on Student Assessment June 28, 2012 National Center on Educational Outcomes

  2. Connections • Presentation organized into conference theme of “Inclusion and Access” Chris Rogers / Laurene Christensen

  3. SAAS Development Fully functioning SAAS including the following modules: a. Accessibility training b. Accessibility option explorations c. Student accessibility preference survey d. Teacher accessibility assignment survey e. Accessibility pilot tests f. Accessibility option reporting Chris Rogers / Laurene Christensen

  4. Evaluation Questions Purpose: Elaborate teacher survey results about tool selection process • What was the rationale, and information needed, for assigning each access tool? • What impact did educators believe the access tools had on students’ abilities to comprehend, interact with, and respond to test items? • What additional resources did educators want in assisting them with making decisions about the access tools? Chris Rogers / Laurene Christensen

  5. NimbleTools • Allow breaks • Answer masking • Background music • Color choice • Color overlay • Custom masking • Magnifier • Microscope • Read-aloud text (only) • Read-aloud text and graphics • Reverse contrast Chris Rogers / Laurene Christensen

  6. Educator Interviews • Via phone • semi-structured, addressing elements yet permitting interviewees to collaborate in data generation • Accompanied with online document review • cued educators’ memories related to specific exemplar case • 19 participants • Across 3 grade level clusters • Across education roles • Across NECAP states Chris Rogers / Laurene Christensen

  7. Data Analysis Qualitative analysis Emergence of 40 themes Addressing 3 guiding questions Deepened survey results: • Provided context for decision processes • Elaborated impacts of tools on testing • Affirmed but not criticized training • Offered feedback on implementation of access tools in their use with students Chris Rogers / Laurene Christensen

  8. Findings Decision-Making • Varied in terms of who and how many were involved in selecting access tools • Varied in terms of when access tools were selected for use by students Chris Rogers / Laurene Christensen

  9. Findings Impact – General • Headsets are helpful for blocking out distractions. • Students like computers/technology. • Computerized test . . . • encourages student independence. • allows students to feel like they fit into group. • allows students to work at own pace. • requires fewer staff for administration. Chris Rogers / Laurene Christensen

  10. Findings Impact – Read-aloud . . . • helps students focus. • helps clarify question/increases students’ ability to complete questions. • allows students to repeat test items/response options as many times as necessary. • ensures that students hear the words with correct decoding/eliminates difficulty due to decoding. • allows for better comprehension. • ensures no administrator influence on answer choice. Chris Rogers / Laurene Christensen

  11. Findings Impact – Breaks . . . • allow students to regain focus/attention. • allow students to think about test content. • allow students to take time on questions. Impact – Music / Magnifier / Color overlay ... • allow students to focus. Impact – Microscope • difficult to use [quote] Chris Rogers / Laurene Christensen

  12. Findings Training Ideas • more time for any and all school personnel to get to know access tools available. Chris Rogers / Laurene Christensen

  13. Findings Feedback on Implementation • student practice should be scheduled carefully • practice tests • written responses • modify the read-aloud audio speed • video-based items Chris Rogers / Laurene Christensen

  14. THANK YOU FOR PARTICIPATING! Chris Rogers, roge0229@umn.edu Laurene Christensen, chri1010@umn.edu National Center on Educational Outcomes www.nceo.info Student Accessibility Assessment System http://nimbletools.com/necap/index.htm Chris Rogers / Laurene Christensen

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