Rogers, W. T. (1983). Use of separate answer sheets with hearing impaired and deaf school age students . B C Journal of Special Education , 7 (1), 63–72. https://www.learntechlib.org/j/ISSN-0704-7509/
Rogers, W. T. (1983). Use of separate answer sheets with hearing impaired and deaf school age students. B C Journal of Special Education, 7(1), 63–72. https://www.learntechlib.org/j/ISSN-0704-7509/
[no doi reported]
Two Accommodations were made: Book Response (Answer blocks were placed to the left of the alternatives. Students indicated their response by shading with a pencil the appropriate answer space). Separate Answer Sheet Mode (Answer blocks were replaced by the letters A, B, C and D). The answer sheet contained three answer rows for the examples and two 25-item columns for the test questions. Answer spaces were arranged horizontally with the letters A, B, C and D placed immediately above the corresponding space. (Students indicated their response by shading with a pencil the appropriate answer space).
A total of 156 students participated in the study. Students met the following criteria: 8 to 16 years of age with average hearing loss of 60dB or greater.
The dependent measure was a 50-item, multiple choice, self-administered spelling test that comprised a disproportionate random sample of the series Spelling in the Language Arts, for grade levels two through seven (excluding three letter words).
In agreement with the findings for hearing students, the reliability of test scores is not significantly altered when deaf students and students with hearing impairments, 8-10 years of age and older, respond to achievement test items on separate answer sheets rather than directly in their test books. Also, the data gained by means of an answer sheet appear to be valid; test scores were not adversely affected when answer sheets were used.