Witmer, S. E., & Bouck, E. C. (2023). Predictors of accessibility tool use on a low-stakes computer-based math test . Assessment for Effective Intervention , 49 (1), 7–17. https://doi.org/10.1177/15345084231152477

Accessibility tools embedded in an online testing platform were examined, including text to speech, eliminate choice, and use of scratchwork.

NAEP data, including process data (which includes data on the use of accessibility features), from 2,520 grade 8 students with high incidence disabilities (learning disability, emotional disturbance, other health impaired, and speech/language impaired) on the 2017 math assessment were used.

NAEP grade 8 math scores from 2017 were used to determine test performance. A questionnaire that followed the assessment was used to collect data on computer use, math motivation, and test motivation. NAEP process data provided information on the use of four embedded accessibility features.

Use of accessibility tools like text-to-speech, eliminate choice, and scratchwork was relatively infrequent among students with disabilities. Test motivation was weakly associated with greater use of text-to-speech. Use of eliminate choice and scratchwork tools was weakly associated with better test performance. The authors concluded that while accessibility tools may have some benefits, other evidence-based math interventions are likely to be more impactful for improving math performance of students with disabilities.