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Directed Questions
Instr. Assessments
Directed Questions for Lesson 3:
Accommodations for the Classroom
Multiple Choice
Attention: ONLINE RESPONDING IS DISABLED
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1.
In addition to Braille and large-print editions of tests what other accommodations are used in state assessments? Can you provide some examples of other accommodations frequently used?
example:
Braille and large print are among the most frequently allowed accommodations, but there are many others that are used more frequently. Examples of different types of accommodations often used include special lighting, the availability of separate rooms, individualized instruction or small groups, repeated directions, larger bubbles on multiple-choice questions, sign language presentations, magnification devices, timing responses, the use of reference materials, writing samples, and others.
2.
How do accommodations impact the student with a disability?
example:
The purpose of accommodations is to avoid measuring the student´s disability. The purpose of accommodations is to level the playing field, which means assessing a student´s abilities rather than the student´s disabilities. Assessment accommodations provide students with the means to show what they know without being impeded by their disability. Perhaps the easiest way to think about accommodations is in terms of what is changed-the setting in which the assessment is given, the timing of the assessment, the scheduling of when the assessment is given, the presentation or how it is given, or the response the student makes to an assessment item.
3.
Do norm-referenced assessments allow more accommodations than criterion-referenced assessments?
example:
Since most norm-referenced tests have been developed without consideration of students with disabilities, and without including them in the standardization sample, these types of assessments generally allow fewer accommodations than criterion-referenced assessments.
4.
Should instructional accommodations be used during assessments? Why or why not?
example:
There should be a link between accommodations used during instruction (to help learning take place) and during classroom tests (to accurately reflect what the student has learned) and the accommodations recommended for the student when taking a district or statewide assessment. There will be some accommodations that are used during instruction that may not be appropriate for use during an assessment. However, instructional accommodations should used during an assessment.
5.
Is it the IEP team that always determines what accommodations students with disabilities will use during assessments?
example:
While nearly all states require that the IEP team be involved in the decision about whether a student will participate in a district or state assessment, only about two-thirds of states require that IEP teams be involved in decisions about accommodations a student will use during statewide assessments. We do not have estimates of requirements for IEP involvement in decisions about accommodations for district assessments.
