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FROM THE MARGINS TO THE SPOTLIGHT: DIVERSE DEAF AND HARD OF HEARING STUDENT POPULATIONS AND STANDARDIZED ASSESSMENT ACCESSIBILITY.

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Title: FROM THE MARGINS TO THE SPOTLIGHT: DIVERSE DEAF AND HARD OF HEARING STUDENT POPULATIONS AND STANDARDIZED ASSESSMENT ACCESSIBILITY.
Authors: CAWTHON, STEPHANIE1,2
Source: American Annals of the Deaf. Fall2015, Vol. 160 Issue 4, p385-394. 11p.
Subject Terms: *Culture, *Educational tests & measurements, *Students with disabilities, *Hearing disorders, *Learning, *Rating of students, *Test-taking skills, *Academic accommodations, Deafness
Geographic Terms: United States
Abstract: DESIGNING ASSESSMENTS and tests is one of the more challenging aspects of creating an accessible learning environment for students who are deaf or hard of hearing (DHH), particularly for deaf students with a disability (DWD). Standardized assessments are a key mechanism by which the educational system in the United States measures student progress, teacher effectiveness, and the impact of school reform. The diversity of student characteristics within DHH and DWD populations is only now becoming visible in the research literature relating to standardized assessments and their use in large-scale accountability reforms. The purpose of this article is to explore the theoretical frameworks surrounding assessment policy and practice, current research related tostandardized assessment and students who are DHH and DWD, and potential implications for practice within both the assessment and instruction contexts. [ABSTRACT FROM AUTHOR]
Copyright of American Annals of the Deaf is the property of American Annals of the Deaf and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: DESIGNING ASSESSMENTS and tests is one of the more challenging aspects of creating an accessible learning environment for students who are deaf or hard of hearing (DHH), particularly for deaf students with a disability (DWD). Standardized assessments are a key mechanism by which the educational system in the United States measures student progress, teacher effectiveness, and the impact of school reform. The diversity of student characteristics within DHH and DWD populations is only now becoming visible in the research literature relating to standardized assessments and their use in large-scale accountability reforms. The purpose of this article is to explore the theoretical frameworks surrounding assessment policy and practice, current research related tostandardized assessment and students who are DHH and DWD, and potential implications for practice within both the assessment and instruction contexts. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of American Annals of the Deaf is the property of American Annals of the Deaf and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=110629152
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        Value: 10.1353/aad.2015.0036
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        Text: English
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      – SubjectFull: Educational tests & measurements
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      – SubjectFull: Students with disabilities
        Type: general
      – SubjectFull: Hearing disorders
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      – SubjectFull: Learning
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      – SubjectFull: Rating of students
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      – SubjectFull: Test-taking skills
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      – SubjectFull: Academic accommodations
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      – SubjectFull: Deafness
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              Text: Fall2015
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