Universal by Design: Unveiling the Effectiveness of Accommodations and Universal Design Features through Process Data
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| Title: | Universal by Design: Unveiling the Effectiveness of Accommodations and Universal Design Features through Process Data |
|---|---|
| Language: | English |
| Authors: | Burhan Ogut, Michelle Yin, Hoa Vu, Juanita Hicks, Ruhan Circi |
| Source: | Educational Measurement: Issues and Practice. 2025 44(4):18-32. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324P210002 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Access to Education, Testing Accommodations, Standardized Tests, National Competency Tests, Academic Accommodations (Disabilities), Students with Disabilities, Assistive Technology |
| Assessment and Survey Identifiers: | National Assessment of Educational Progress |
| DOI: | 10.1111/emip.70007 |
| ISSN: | 0731-1745 1745-3992 |
| Abstract: | This study examines the relationship between testing accommodations, universal design (UD) features, and standardized test performance within a digital testing framework. Utilizing a novel dataset--the National Assessment of Educational Progress (NAEP) process data--and advanced statistical methodologies such as inverse probability weighting and doubly robust models, we provide compelling evidence on the utility of specific accommodations and UD features. Extended time usage is associated with improved test performance for students with disabilities, emphasizing the crucial role it plays in fostering equitable testing conditions. While scratchwork is associated with improved test performance for students with disabilities, the associations between text-to-speech and equation editors and student performance are mixed, suggesting that these features may act as potential distractions rather than support for some students. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Accession Number: | EJ1493348 |
| Database: | ERIC |
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