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A Universal Design for Learning-Based Framework for Designing Accessible Technology-Enhanced Assessments. Research Report

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Title: A Universal Design for Learning-Based Framework for Designing Accessible Technology-Enhanced Assessments. Research Report
Language: English
Authors: Dolan, Robert P., Burling, Kelly, Harms, Michael, Strain-Seymour, Ellen, Way, Walter, Rose, David H., Pearson
Source: Pearson. 2013.
Availability: Pearson. One Lake Street, Upper Saddle River, New Jersey 07458. Tel: 800-848-9500; Web site: http://www.pearsoned.com/
Peer Reviewed: N
Page Count: 68
Publication Date: 2013
Document Type: Reports - Research
Descriptors: Educational Technology, Technology Uses in Education, Access to Education, Evaluation Methods, At Risk Students, Disabilities, English Language Learners, Computer Assisted Testing, Accessibility (for Disabled), Models, Construct Validity, Test Validity, Interaction, Test Items, Student Characteristics, Test Construction, Cognitive Processes, Executive Function, Design
Abstract: The increased capabilities offered by digital technologies offer new opportunities to evaluate students' deeper knowledge and skills and on constructs that are difficult to measure using traditional methods. Such assessments can also incorporate tools and interfaces that improve accessibility for diverse students, as well as inadvertently introduce new accessibility barriers. Designing these technology-enhanced tasks according to universal design principles is one way to address these accessibility concerns, but requires a grounded understanding of students' diverse abilities and the ways they interact with the tasks. A thorough consideration of the factors that impact construct validity, with an emphasis on identifying and eliminating sources of construct-irrelevant variance, is essential to this process. This report proposes a framework based on the principles of Universal Design for Learning (UDL) for defining task design guidelines consistent with the goals of universal design and thus accessible to a wide range of students, including those with disabilities and who are English learners.
Abstractor: As Provided
Number of References: 73
Entry Date: 2013
Access URL: https://www.pearson.com/content/dam/one-dot-com/one-dot-com/global/Files/efficacy-and-research/schools/011_Dolan_UDL-TEA_Framework_final_3.pdf
Accession Number: ED576691
Database: ERIC
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  Data: A Universal Design for Learning-Based Framework for Designing Accessible Technology-Enhanced Assessments. Research Report
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  Data: <searchLink fieldCode="AR" term="%22Dolan%2C+Robert+P%2E%22">Dolan, Robert P.</searchLink><br /><searchLink fieldCode="AR" term="%22Burling%2C+Kelly%22">Burling, Kelly</searchLink><br /><searchLink fieldCode="AR" term="%22Harms%2C+Michael%22">Harms, Michael</searchLink><br /><searchLink fieldCode="AR" term="%22Strain-Seymour%2C+Ellen%22">Strain-Seymour, Ellen</searchLink><br /><searchLink fieldCode="AR" term="%22Way%2C+Walter%22">Way, Walter</searchLink><br /><searchLink fieldCode="AR" term="%22Rose%2C+David+H%2E%22">Rose, David H.</searchLink><br /><searchLink fieldCode="AR" term="%22Pearson%22">Pearson</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Pearson%22"><i>Pearson</i></searchLink>. 2013.
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  Data: Pearson. One Lake Street, Upper Saddle River, New Jersey 07458. Tel: 800-848-9500; Web site: http://www.pearsoned.com/
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  Data: The increased capabilities offered by digital technologies offer new opportunities to evaluate students' deeper knowledge and skills and on constructs that are difficult to measure using traditional methods. Such assessments can also incorporate tools and interfaces that improve accessibility for diverse students, as well as inadvertently introduce new accessibility barriers. Designing these technology-enhanced tasks according to universal design principles is one way to address these accessibility concerns, but requires a grounded understanding of students' diverse abilities and the ways they interact with the tasks. A thorough consideration of the factors that impact construct validity, with an emphasis on identifying and eliminating sources of construct-irrelevant variance, is essential to this process. This report proposes a framework based on the principles of Universal Design for Learning (UDL) for defining task design guidelines consistent with the goals of universal design and thus accessible to a wide range of students, including those with disabilities and who are English learners.
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  Data: <link linkTarget="URL" linkTerm="https://www.pearson.com/content/dam/one-dot-com/one-dot-com/global/Files/efficacy-and-research/schools/011_Dolan_UDL-TEA_Framework_final_3.pdf" linkWindow="_blank">https://www.pearson.com/content/dam/one-dot-com/one-dot-com/global/Files/efficacy-and-research/schools/011_Dolan_UDL-TEA_Framework_final_3.pdf</link>
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  Data: ED576691
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      – SubjectFull: Educational Technology
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Construct Validity
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