personnel, keeping in mind the construct (skill) being assessed and the cognitive level of the students taking the test. If pictures cannot be described without compromising the test item, it is preferable to present manipulatives (objects) to students in lieu of pictures. If this is allowed by the state, such objects should be real objects (i.e. actual familiar classroom objects and shapes such as pencils; paper; books; notebooks; toys; food; geometric shapes; and counters) and not replicas. Replicas or miniatures of animals or of other large objects are not appropriate for use because they cannot be distinguished by the student. These should be used with caution and only if the student is familiar with the models or miniatures. Real money should be used rather than a tactile representation. Tactile representation of simple graphs (charts) is appropriate. If the test administrator is allowed to read the or graph, a script for reading it is preferred and should be included in the test administration manual. Tactile representation of shapes (circles, squares, rectangles, etc.) is appropriate and should be used in place of letters, animals, and people to present counting or other mathematics items. If the skill being assessed is not reading, then test administrators should be allowed to read aloud all words and passages used in the test items. Care must be taken not to give vocal clues by emphasizing certain words. If the construct being assessed is decoding of words (i.e. reading) and simple words and/or passages are provided, then these words and passages must be provided in braille. It is important for state assessment personnel to determine if contracted or uncontracted braille, or both will be provided. This can best be done by surveying a sample of teachers who work with this population to determine which format is preferred or by requesting school districts to specify the number of alternate assessments that are needed in contracted braille and the number needed in uncontracted braille. Making this decision part of the ordering process ensures that the appropriate braille test format is provided for each individual student. Large print is defined by research as optimal at 18 points. A sans serif font should be used for best readability. It is important that any pictures or graphics provided in print or large print are clear, uncluttered, black line drawings with no grey scale.
personnel, keeping in mind the construct (skill) being assessed and the cognitive level of the students taking the test. If pictures cannot be described without compromising the test item, it is preferable to present manipulatives (objects) to students in lieu of pictures. If this is allowed by the state, such objects should be real objects (i.e. actual familiar classroom objects and shapes such as pencils; paper; books; notebooks; toys; food; geometric shapes; and counters) and not replicas. Replicas or miniatures of animals or of other large objects are not appropriate for use because they cannot be distinguished by the student. These should be used with caution and only if the student is familiar with the models or miniatures. Real money should be used rather than a tactile representation. Tactile representation of simple graphs (charts) is appropriate. If the test administrator is allowed to read the or graph, a script for reading it is preferred and should be included in the test administration manual. Tactile representation of shapes (circles, squares, rectangles, etc.) is appropriate and should be used in place of letters, animals, and people to present counting or other mathematics items. If the skill being assessed is not reading, then test administrators should be allowed to read aloud all words and passages used in the test items. Care must be taken not to give vocal clues by emphasizing certain words. If the construct being assessed is decoding of words (i.e. reading) and simple words and/or passages are provided, then these words and passages must be provided in braille. It is important for state assessment personnel to determine if contracted or uncontracted braille, or both will be provided. This can best be done by surveying a sample of teachers who work with this population to determine which format is preferred or by requesting school districts to specify the number of alternate assessments that are needed in contracted braille and the number needed in uncontracted braille. Making this decision part of the ordering process ensures that the appropriate braille test format is provided for each individual student. Large print is defined by research as optimal at 18 points. A sans serif font should be used for best readability. It is important that any pictures or graphics provided in print or large print are clear, uncluttered, black line drawings with no grey scale.
Test-Access-Making-Tests-Accessible-for-Students-with-Visual-Impairments-4th-2009.docx