Posey, V., & Henderson, B. (2012). Comprehensive Adult Student Assessment Systems braille reading assessment: An exploratory study . Journal of Visual Impairment & Blindness , 106 (8), 488–499. https://doi.org/10.1177/0145482X1210600805
Posey, V., & Henderson, B. (2012). Comprehensive Adult Student Assessment Systems braille reading assessment: An exploratory study. Journal of Visual Impairment & Blindness, 106(8), 488–499. https://doi.org/10.1177/0145482X1210600805
The researchers examined a contracted braille format for validity.
A total of 147 students in an adult education program in an unspecified state (U.S.) participated; 65 were students with blindness or visual impairments, including one-half aged 18 and under. Additional demographic data were reported for participants. In addition, 29 adult basic education teachers provided feedback about the brief test.
Items from the Comprehensive Adult Student Assessment Systems (CASAS) life and work skills reading test were used to create a brief test, using expert input. The items represented those targeting beginning basic and intermediate basic skills levels. Two forms of the test were developed: one using contracted braille and the other using standard print format. A survey seeking feedback about the test was also collected from adult basic education teachers.
There were no significant differences in scores between the group of students with visual impairments and the group of students without disabilities. Put another way, the use of contracted braille for the test items permitted students with visual impairments to access the test and perform at a level commensurate with students without disabilities. Educators also provided feedback in the form of suggestions for improving test administration instructions, such as consistent page numbering, as well as for improving the construction of the test, such as prompts related to changes in item types and formats. Limitations of the study were reported, and future research directions were suggested.