Qi, S., & Mitchell, R. E. (2012). Large-scale academic achievement testing of deaf and hard-of-hearing students: Past, present, and future . Journal of Deaf Studies and Deaf Education , 17 (1), 1–18. https://doi.org/10.1093/deafed/enr028
Qi, S., & Mitchell, R. E. (2012). Large-scale academic achievement testing of deaf and hard-of-hearing students: Past, present, and future. Journal of Deaf Studies and Deaf Education, 17(1), 1–18. https://doi.org/10.1093/deafed/enr028
This review of literature regarding large-scale testing of students with deafness and hearing impairments (D/HI) includes a longitudinal perspective on the provision of assessment accommodations to students with D/HI, including American Sign Language (ASL) and modified English.
This literature review focused on students with deafness and hearing impairments across the elementary, middle, and high school levels in the United States.
The most common testing situation noted by researcher was the use of the Stanford Achievement Test for Deaf, in reading and mathematics, yet also discussed issues regarding state assessments and validity thereof.
The primary result of this literature review included an extensive report of the Stanford's results for students throughout grades 3–12, as well as a detailed discussion of issues related to the application of accommodations in state academic content assessments. The researchers provided perspective on the unique concerns of students with D/HI, noting that those who use ASL for communication and during instruction have similar issues as students with other primary languages other than English. Limitations of the study were reported, and future research directions were suggested.