Abedi, J., & Ewers, N. (2013). Smarter Balanced Assessment Consortium: Accommodations for English language learners and students with disabilities: A research-based decision algorithm . Smarter Balanced Assessment Consortium. https://csaa.wested.org/resource/smarter-balanced-assessment-consortium-accommodations-for-english-language-learners-and-students-with-disabilities-a-research-based-decision-algorithm/

Report
Abedi, J., & Ewers, N. (2013). Smarter Balanced Assessment Consortium: Accommodations for English language learners and students with disabilities: A research-based decision algorithm. Smarter Balanced Assessment Consortium. https://csaa.wested.org/resource/smarter-balanced-assessment-consortium-accommodations-for-english-language-learners-and-students-with-disabilities-a-research-based-decision-algorithm/

Tags

Amplification; Assistive technology (for communication); Braille; Breaks during testing; Calculation device or software (interactive); Dictated response (scribe); Dictated response (speech recognition system); Dictionary/glossary; Disabilities Not Specified; Electronic administration; Enlarged print (on paper); Extended time; K-12; Magnification device or software; Manipulatives; Multiple accommodations; Multiple day; No disability; Noise buffer; Oral delivery; Oral delivery of directions only; Oral delivery, live/in-person; Simplified language; Small group; Specialized setting; Templates or organizers; U.S. context

URL

https://csaa.wested.org/resource/smarter-balanced-assessment-consortium-accommodations-for-english-language-learners-and-students-with-disabilities-a-research-based-decision-algorithm/

Summary

Accommodation

This manual outlined a decision algorithm for the the provision of at least 24 accommodations for students with disabilities and English language learners taking the Smarter Balanced Assessment. Accommodations were organized and classified according to the research evidence available related to their effectiveness. Accommodations were discussed including read aloud, dictionary use, test break, extra time, testing environment changes, the provision of a small group setting, language translation, simplified directions, large print, braille, calculator, the use of arithmetic tables, formulas, or math manipulatives, glossary use, computer use, audio amplification, visual magnifying, assistive devices/technology, scribe, audio recorder or speech-to-text use, noise buffers, and testing on more than one day.

Participants

In the literature review from this manual, K–12 students in the U.S. education system were study participants, and the body of research appeared to be investigated in the U.S. context. Research evidence supporting the use of a broad set of assessment accommodations for students who had disabilities or for English language learners were reviewed.

Dependent Variable

The provision, use, and utility of at least 24 assessment accommodations were reviewed in this report.

Findings

Accommodations should be provided to students taking the Smarter Balanced test to improve the validity, reliability, and fairness of the test for students with disabilities, and English language learners. The importance of both effectiveness and validity in the provision of testing accommodations were discussed. According to this report, Spanish glossary use, Spanish translation with extra time, computer-based tests, pop-up glossaries, simplified test directions, large-print, and calculator use had evidence to suggest they were useful and can be employed with sustained test validity.