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. |
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| 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] |
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| Database: | Education Research Complete |
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