Accessibility Considerations for English Learners with Disabilities in English Language Proficiency Assessments

Guzman‐Orth, Danielle; Sova, Lorraine; Albee, Traci

doi:10.4324/9780429491689-10

Cited by 5 publications

(14 citation statements)

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“…Assessment articles included eight articles and one book chapter. Articles reviewed ELP assessments (Albus & Thurlow, 2007, 2008; Christensen et al, 2013, 2014; Guzman-Orth et al, 2016; Milian, 1996; Milian & Conroy, 2001) or standards-based assessments (Gaines, 2011; Landa-Vialard, 2013; Milian, 1996). Due to the differences between ELP and standardized assessments, these articles are discussed as two separate groups.…”

Section: Resultsmentioning

confidence: 99%

“…Three articles listed scheduling/timing and alternative settings as accommodations for ELLs with disabilities in general but did not list these accommodations specifically for ELLVIs (Albus & Thurlow, 2007, 2008; Christensen et al, 2013). Another three articles listed accommodations for online testing but did not specify whether these accommodations were validated or state approved (Christensen et al, 2013, 2014; Guzman-Orth et al, 2016).…”

Section: Resultsmentioning

confidence: 99%

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English language learners with visual impairments: An exploratory literature review

Schultz

Savaiano

2022

British Journal of Visual Impairment

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English language learners with visual impairments (ELLVIs) are a low incidence population with unique learning needs. The purpose of this review was to identify the existing literature specifically examining ELLVIs. As no literature review examining ELLVIs could be located, this review synthesizes what we know about the population and provides a starting point for future research. The authors reviewed all titles found across four databases ( n = 658 articles) and included only articles addressing English language learners with visual impairments in educational contexts. A total of 24 articles were included in the review. The following four themes emerged: assessment, family perceptions, teacher perceptions, and instructional strategies. Findings are discussed generally and by theme. Assessment reports revealed common accommodations for English language proficiency tests, but decision-making criteria for whether ELLVIs participated in assessments were unclear. Parent/guardian perceptions largely revealed dissatisfaction with school communication. Teacher perception studies revealed a need for more training and support. Common instructional strategies were identified by researchers and teachers in the field, but only one article examined instructional strategies experimentally. Therefore, there is limited evidence of the efficacy of any particular instructional strategy. Analyzing the research, the results show the majority has been conducted by the same research teams. More research needs to be conducted across all themes. Commonly accepted/validated assessment accommodations are discussed, allowing practitioners to identify which accommodations they might be able to implement. In addition, this review alerts practitioners to common parental concerns. This review also uncovers commonly used instructional strategies although these are not necessarily research based within the population. Commonly used instructional strategies are discussed, which, although not evidence-based, identifies potential areas for future research.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

English language learners with visual impairments: An exploratory literature review

Schultz

Savaiano

2022

British Journal of Visual Impairment

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“…The use of universal tools in K–12 ELP assessments is a nascent area of research (e.g., Educational Testing Service, 2020; Guzman-Orth et al, 2020). For instance, Kim et al (2022) investigated EL educators’ perceptions of universal tools and how their students utilized them.…”

Section: Introductionmentioning

confidence: 99%

Universal tools activation in English language proficiency assessments: A comparison of Grades 1–12 English learners with and without disabilities

et al. 2023

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English learners (ELs) comprise approximately 10% of kindergarten to Grade 12 students in US public schools, with about 15% of ELs identified as having disabilities. English language proficiency (ELP) assessments must adhere to universal design principles and incorporate universal tools, designed to increase accessibility for all ELs, including those with disabilities. This two-phase mixed methods study examined the extent Grades 1–12 ELs with and without disabilities activated universal tools during an online ELP assessment: Color Overlay, Color Contrast, Help Tools, Line Guide, Highlighter, Magnifier, and Sticky Notes. In Phase 1, analyses were conducted on 1.25 million students’ test and telemetry data (record of keystrokes and clicks). Phase 2 involved interviewing 55 ELs after test administration. Findings show that ELs activated the Line Guide, Highlighter, and Magnifier more frequently than others. The tool activation rate was higher in listening and reading domains than in speaking and writing. A significantly higher percentage of ELs with disabilities activated the tools than ELs without disabilities, but effect sizes were small; interview findings further revealed students’ rationale for tool use. Results indicate differences in ELs’ activation of universal tools depending on their disability category and language domain, providing evidence for the usefulness of these tools.

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“…Despite growing research and awareness of the needs for accessible assessments (Educational Testing Service, 2020; Guzman-Orth et al, 2016; 2020; Taylor, 2012; Taylor & Khalifa, 2013), creating equitable opportunities to incorporate English learners with disabilities in testing is still an ongoing goal (Farnsworth, 2020). Additionally, the field of language testing is still reflecting on ways to create fair and valid tests by incorporating test taker voices (e.g., Cohen, 2006; Hamp-Lyons, 2000; Kane, 2010; Xi, 2010).…”

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confidence: 99%

English learners who are blind or visually impaired: A participatory design approach to enhancing fairness and validity for language testing accommodations

2023

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Standardizing accessible test design and development to meet students’ individual access needs is a complex task. The following study provides one approach to accessible test design and development using participatory design methods with school community members. Participatory research provides opportunities to empower collaborators by co-creating knowledge that is useful for assessment development. In this study, teachers of students who are visually impaired, students who are blind or are visually impaired, English language teachers, and test administrators provided feedback at critical stages of the development process to explore the construct validity of English language proficiency (ELP) assessments. Students who are blind or visually impared need to be able to show what they know and can do without impact from construct-irrelevant variance like language acquisition or disability characteristics. Building on our iterative accessible test design, development, and delivery practices, and as part of a large project on English-learner proficiency test accessibility and usability, we collected rich observation and interview data from 17 students who were blind or visually impaired and were enrolled in grades kindergarten through Grade 12. We examined the ratings and item metadata, including assistive technology preferences and interactions, while we used grounded theory approaches to examine qualitative thematic findings. Implications for research and practice are discussed.

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Accessibility Considerations for English Learners with Disabilities in English Language Proficiency Assessments

Cited by 5 publications

References 0 publications

English language learners with visual impairments: An exploratory literature review

English language learners with visual impairments: An exploratory literature review

Universal tools activation in English language proficiency assessments: A comparison of Grades 1–12 English learners with and without disabilities

English learners who are blind or visually impaired: A participatory design approach to enhancing fairness and validity for language testing accommodations

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