Kim, A. A., Yumsek, M., Kemp, J. A., Chapman, M., & Cook, H. G. (2023). Universal tools activation in English language proficiency assessments: A comparison of Grades 1–12 English learners with and without disabilities . Language Testing , 40 (4), 877–903. https://doi.org/10.1177/02655322221149009

Universal tools that students activated during an online English language proficiency (ELP) assessment were color overlay, color contrast, help, line guide, highlighter, magnifier, and sticky notes.

Data came from English learners (ELs), including ELs with varying disabilities, in grades 1-12 from multiple school districts in three U.S. states. Phase 1 of the study pertained to 1.25 million students' test data. Phase 2 involved interviews with 55 students.

Frequency analyses of data on the universal tools that students activated in all domains of an English language proficiency (ELP) assessment, the Assessing Comprehension and Communication in English State-to-State (ACCESS), were conducted in Phase 1. Interviews with individual students were conducted in Phase 2.

The activation of universal tools was slightly higher for ELs with disabilities compared to ELs without disabilities, particularly in the listening and reading domains than in the speaking and writing domains. ELs with visual impairments activated color contrast and magnifier tools more. Deaf-blind students activated the line guide more in the speaking and writing domains and magnifier in the listening domain. Students with other varying disabilities had low activation of the tools.