Building Assessment Initiatives for Schools: Checklist for Administration of Tests to Students with Visual Impairments

Braille Downloads

• Download .BRF version of test administrator's guide
• Download .DXB version of test administrator's guide

19th Annual Josephine L. Taylor Leadership Institute

Boston, Massachusetts

Friday, March 11, 2005

Introduction

The administration of any test that has been reproduced in braille, large print, or audio format requires special attention by the test administrator or test proctor. A test administrator or test proctor may be any person who is approved by the test publisher or state or local assessment directors. The test administrator or test proctor for a special administration (one requiring alternate formats or accommodations that require a separate setting) must receive guidance for appropriate administration of the test.

The following checklist is designed to provide elements of the test administration process that need consideration. These guidelines are suggested to assure that fair and appropriate assessment procedures are in place for special test administrations. Testing personnel, such as testing coordinators, monitors, scribes, readers, and test response transcribers have different designated responsibilities in individual states or school systems that support the test administration process. For specific information about your state's policies or the policies of a specific test publisher, search appropriate web sites for test administration information.

Responsibilities of Testing Coordinator

• Ensure that tests (including practice tests) have been ordered in accessible formats far ahead of the test administration date. See state guidelines for ordering test materials or contact braille, tactile graphics, large print, and/or audio producers for information on adequate timelines. Make sure that accessible formats are scheduled to arrive at the same time as regular print tests.
• In advance of test administration, make sure that the test has arrived in the desired media and that all materials needed for test administration are available, including test administration manuals and a list of manipulatives (special tools) approved for use and needed for the testing situation.
• Arrange for training of persons who will serve as test proctors, test administrators, scribes, readers, monitors, and test response transcribers. Personnel should be familiar with special equipment and materials necessary for implementing testing accommodations.
• Determine which accommodation(s) will be needed by each student (as outlined in the student's Individualized Education Program-IEP) and ensure that these accommodations are implemented appropriately.
• Arrange for individual or small group settings for test administration. (i.e., distraction-free space, adaptive or special furniture, special lighting, etc.)
• Inspect all equipment to be used (computers, electronic notetakers, tape recorders, etc.) for proper functioning. Provide instructions for test administrators on how to proceed if equipment fails or malfunctions during test administration.
• Deliver all special format test materials to the test administrator, under secure and confidential conditions, two full days prior to test administration. This time is needed so the test administrator can plan appropriately for the accessible media test administration.
• Determine how students with a visual impairment will record his/her answers, and adjust the setting accommodations based on this information. For example, if a student will be giving their answers orally or will be using the "read aloud" accommodation, make sure the student is tested in a separate room, so as not to disturb other students.
• Ensure that arrangements have been made to transfer visually impaired students' answers to regular answer documents.
• Survey regular education teachers, special education teachers, test proctors, and other support staff who may have been involved in this year's test administration, to determine future planning for testing in accessible media.

Responsibilities of Test Administrator/Proctor

• Make plans far in advance of the testing window to ensure that the test (including the practice test) is available in a student's primary or preferred reading medium or combination of media and that the student has sufficient proficiency in use of this medium.
• Before the day of testing, become familiar with the original test(s), the alternate format of the test, the original test administration manual, and any supplemental manuals and special materials that may accompany the accessible format test or practice test.
• Ensure that special tools and materials noted on the students' IEPs and used for instructional purposes are available to students in the test-taking environment. For example, if a visually impaired student routinely uses an abacus in the classroom, and sighted students are allowed to use a pencil and paper for computational purposes on the test, then an abacus must be made available.
• Encourage a positive attitude toward testing.
• Explain the assessment process and the setting before the test is begun.
• Orient student to the assessment area.
• Be aware of the fatigue factor (both visual and physical) and plan for extra breaks.
• Be aware of any behavioral issues the student may have.
• Monitor student use of accommodations to ensure that they are used appropriately or are not impeding the student's testing.
• Make sure that arrangements have been made to transfer visually impaired students' answers to the regular answer document.
• Ensure that student answer documents are sent to the appropriate place for scoring.
• Return all testing materials to the testing coordinator.
• Review the test administration process for issues or problems and report these to the testing coordinator.

Responsibilities of Readers, Scribes, and Response Transcribers

• Readers must review state or local guidelines for test readers, and be familiar with special symbols and terminology in the field of study and/or pronunciation of common words.
• Scribes must record the student's exact use of punctuation, spelling, and grammar (unless otherwise instructed) and provide the student's answers exactly as delivered by the student.
• A second person should be made available to proofread the work of the test response transcriber in order to ensure that students' answers have been recorded accurately. For the same reason, two transcribers should work together in transferring to the answer document any drawings or performance items that the student has produced in response to a test item.
• Test response transcribers and response proofreaders must know literary braille (and Nemeth Code for braille Mathematics and Science tests).

Resources

Allman, C.B. (2004). Test Access: Making tests accessible for students with visual impairments: A guide for test publishers, test developers, and state assessment personnel. Second Edition.

Louisville, KY: American Printing House for the Blind. http://www.aph.org/tests/access2/index.html

Educational Testing Service (ETS), Guidelines for a test reader.

http://www.ets.org/disability/readguid.html

Teacher's directions. New York State Testing Program, Grade 8 Language Arts.

http://www.emsc.nysed.gov/osa/elaei/gr8elateacdirect05.pdf

Terlau, T. and Gissoni, F. (2003). Abacus: Position paper.

Louisville, KY: American Printing House for the Blind. http://www.aph.org/tests/abacus.html

Contributors

Dr. Carol Allman, Accessible Tests Department with the American Printing House for the Blind, allmanc@prodigy.net

Barbara Henderson, Accessible Tests Department with the American Printing House for the Blind, bhenderson@aph.org

Debra Sewell, Texas School for the Blind and Visually Impaired, debrasewell@tsbvi.edu

Mary Ann Siller, American Foundation for the Blind, siller@afb.net

Debbie Willis, Accessible Tests Department with the American Printing House for the Blind, dwillis@aph.org

Permission is given to distribute copies with appropriate credit: American Foundation for the Blind, American Printing House for the Blind and Texas School for the Blind and Visually Impaired from the Josephine L. Taylor Leadership Institute, March 11, 2005.