Results of the Survey on Test and Assessment Issues

In August, 2010, an invitation was sent to Ex Officio Trustees and Assessment Team Members requesting their feedback on issues related to test access for students who are blind and visually impaired. The survey was comprised of one open ended question asking respondents to detail five of the most important issues related to tests/assessments (including administration and test items) which they would like to have addressed with decision makers.

Sixty nine persons responded to the survey representing 24 states. Respondents represented various personnel including education administrators, superintendents, school psychologists, TVI's, regular classroom teachers, education consultants, education diagnosticians, directors and coordinators of services, and paraprofessionals.

There were four major areas of concern that were identified from the survey results: administration, graphics, large print and accessibility.

Administration

Respondents were concerned about the administration of the tests noting that oftentimes appropriate testing facilities were not available for the student as well as lack of adequate testing materials. Students taking adapted tests were often not afforded the practice materials needed to prepare adequately for the tests. It was noted that there is a need for increased instruction in reading tactile maps, graphs, etc. within the curriculum. Concerns were noted in regard to testing accommodations. Teachers voiced that additional extended time was needed in order to allow the braille reader as well as the large print reader additional rest periods due to fatigue. Teachers asked that students be allowed to use the various technology they use on a daily basis when taking their tests such as laptops, Brailllenotes, etc. In addition to providing contracted and uncontracted braille tests, it was asked that it be considered an allowable accommodation to have the option of single or double spaced braille on tests. Professional development on various issues was requested by numerous respondents ranging in topics from how to administer adapted tests to issues regarding students who are blind and visually impaired.

Graphics

Overwhelmingly requested was the need for nationwide standards to ensure uniformity in graphics. Realizing the difficulty of translating pictures into a tactile graphic, the need for accuracy was noted along with the question of necessity in some instances. Utilizing descriptions of graphics was noted as a necessity in many instances. It was noted that oftentimes, graphics are too cluttered and difficult to read, especially maps. Questions were posed as to why states do not allow manipulatives to be used instead of providing a tactile graphic notably of 3D figures in mathematics assessments.

Accessibility

It was requested by a majority of the respondents that assessments be made available in multiple formats. This would include not only mandated state assessments but commercially available assessments to assist teachers in determining the needs of their students. These would include such tests as the Key Math III, DIBELS, AIMS, etc. Additionally, a concern was that students who acquire educational materials from the Library for the Blind should be able to obtain AP, ACT, SAT, etc. tests and practice materials in accessible formats. There is concern that in making tests accessible that oftentimes items are omitted thus jeopardizing the validity of the test. Respondents want reliable and valid tests that have been carefully constructed with attention to items that are biased against a blind and visually impaired student. In addition, these educators would like to have norming for this population included in the administration booklet in order to accurately evaluate their student's progress in relation to others taking the similar test.

Large Print

With large print, there are unique issues that were noted. Availability of true large print tests and practice materials are a necessity. Oftentimes, in schools, teachers are asked to administer tests that have been photocopied thus producing a test which is not reliable due to distortion of pictures and graphics due to the enlargement process. It needs to be said that a photocopy of a test made on a copier is not truly a large print test. Tests given on computers need to be able to be enlarged. Improvements are needed in the area of technology in regard to providing large print assessments.

Additional Items

Various other topics were noted in the surveys which need to be noted. It was suggested that visually impaired students be included in the development process of tests since a larger version of the same test doesn't always fit the needs of the students. It appears that administrators could aid in this area by taking time to ask for feedback from the students following an assessment as well as requiring teachers to examine the results of the tests and note any unusual results. Some teachers noted that tests should be proofed more carefully by appropriate persons such as a braille reader proofread a braille test and a large print reader proofread a large print test (Note: At APH, braille readers do proofread tests) noting that the accuracy of the transcription can be a problem. Timeliness of the delivery of the tests to the teacher in order to have time to adequately prepare to give the adapted test was noted as well as the cost involved in getting the materials needed. Some formatting issues were also addressed in the surveys such as not requiring the braille reader to have to look back more than two pages in order to determine information needed to respond to test questions on maps or charts. The need for more research in the area of providing testing on computers for blind and visually impaired students was also noted by respondents coupled with the issue of security of such assessments.

Conclusion

In conclusion, it appears that the respondents are requesting more assessments to be made available to use in order to assess their students needs more accurately. They want to have more practice materials for their students in order to prepare adequately for the mandated state assessments. They are requesting to be able to provide accommodations for their students on mandated assessments that are comparable to the normal accommodations that are provided on a daily basis most notably the use of technology. These professionals want to have norms provided for their population of students in order to adequately assess their progress or areas of improvement needed. Their goal is to provide for all students equal opportunities to succeed.

Total Respondent Surveys: 67
(two were jointly completed)
Total Persons Responding: 69

States Responding: 24

EOT's: 7

Titles Represented: 11

Administration

  1. Test Administration
    1. Appropriate test setting
    2. Adequate test facilities
    3. Adequate materials
    4. Test Administration Notes for Accessible Versions
  2. Test Preparation
    1. More practice materials needed
    2. Increase instruction in reading tactile-maps, graphs, etc.
  3. Test Accommodations
    1. Extended time needed
    2. Technology such as laptops, Kurzweil, Braillenotes
    3. Provide option of single/double space braille on tests
  4. Administrators
    1. Professional Development needs to be provided on how to administer tests to blind and visually impaired students
    2. Print overlay for test administrators
    3. Adequate personnel needed
    4. Professional Development needed on needs of VI students

Graphics

  1. Nationwide standards to ensure uniformity needed
  2. Quality
    1. Accuracy
    2. Necessity
    3. Descriptions needed
    4. Sometimes too cluttered
  3. Maps difficult to read
  4. Use tactile manipulatives instead of 2-D drawing
  5. Pictures of graphics do not always translate well into tactile graphics

Accessibility

  1. Tests need to be available in multiple formats
  2. Other than mandated state assessments--need for current commercially available assessments to be available in multiple formats
    1. Key Math III
    2. DIBELS
    3. AIMS
    4. Oregon Project
  3. Technology—need to continue research in this area so tests could be available in this format
  4. Students who get educational materials from the Library for the Blind should be able to get AP, ACT, SAT, etc. tests and practice materials in accessible formats
  5. Alternate assessments need to be available
  6. Tests should be reliable and valid
  7. Evaluate test items for bias
  8. Norming for this population needs to be included in administration booklet

Large Print

  1. Improved quality of large print tests
  2. High contrast needed
  3. Improve technology: Zoomtext (crowds symbols on top of each other)
  4. Availability
  5. Need to address how large print slows student's speed thus affecting reading fluency test results
  6. More attention to visual field range. Limit the number of choices
  7. Tests given via computer must be able to be enlarged
  8. Not photocopied tests.
  9. More practice materials needed for students.

Miscellaneous

  1. Proofreading: Tests need to be proofed by appropriate people (blind edit Braille/ low vision edit large print)
  2. Include VI students in development and formatting of tests. Larger version of the same test doesn't always fit the needs.
  3. Test formatting and language that is confusing to visually impaired students.
  4. Improve accuracy of braille transcription
  5. Identify current technology that can be used to administer tests.
  6. In designing the keys to maps, assessments should not require the student to look back more than two pages.
  7. Timeliness in delivery of adapted test to school
  8. Technology: technical issues
  9. Security issues related to accessing assessments with access technology
  10. Time and cost involved in developing braille test materials
  11. Get feedback from students (after the test) and review results to examine unusual results.
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