jump to article
AFB JOURNAL OVISUAL
IMPAIRMENT& BLINDNESS
  
Expanding possibilities for people with vision loss  
   

Subscribe Now | Log In

   
Journal of visual impairment and blindness Home >  JVIB >  Performance Measurement and Accommodation: Students with Visual Impairments on Pennsylvania's Alternate Assessment — JVIB Abstract

Performance Measurement and Accommodation: Students with Visual Impairments on Pennsylvania's Alternate Assessment — JVIB Abstract

Abstract: Abstract: Introduction: This study investigated the use of accommodations and the performance of students with visual impairments and severe cognitive disabilities on the Pennsylvania Alternate System of Assessment (PASA)?Çöan alternate performance-based assessment. Methods: Differences in test scores on the most basic level (level A) of the PASA of 286 students with visual impairments, grouped into one of three functional vision levels, in grades 3/4 or 7/8 were analyzed descriptively as well as inferentially using the non-parametric Kruskal-Wallis and ad hoc Mann Whitney U tests. In addition, teachers of students with visual impairments viewed the videotaped assessments of 257 of these students to record accommodations used. Accommodations data were analyzed for patterns and relationships with test item types. Chi-Squares were calculated. Results: There was a significant difference in test scores by functional vision level, with students who predominantly use vision performing significantly better than students who use a combination of vision and other senses or use other senses in place of vision. The accommodations used generally matched a student's reported level of functional vision with layout and presentation accommodations being the most prevalent. Discussion: The types of accommodations selected may be due to the structure of alternate assessments but also raise questions about what is a progression in reading for students who do not access pictures and print with vision. Differences in performance raise questions of accessibility vs. ability and the level of difficulty of test items when accommodations are used. Implications for practitioners: Practitioners should advocate for guidance from alternate assessments on accommodation use that mirrors the intent of test items and consider how state alternate standards translate when tasks addressing those standards are adapted for students with visual impairments. Test developers should consider students with visual impairments when designing and interpreting alternate assessment test items.



There are 0 comments on this article.

Please log in if you wish to make a comment.

If you are a JVIB subscriber, please log in below. If you are an AER member, JVIB is part of your membership benefit: please follow this link to AER's website to access JVIB.








Not yet a subscriber? Here are some options:
Subscribe for $45.
Purchase this individual article for $7.95.
Purchase this article with CEU for $25.
Prefer not to subscribe?
Read FREE JVIB content or check out what JVIB has to offer.

JVIB

Related Links:

Comment on JVIB Articles

Sign in to use the new comment-on-this-article feature!

Help expand possibilities for people with vision loss—Donate to AFB.

Having trouble reading the site? Check out the American Foundation for the Blind's accessibility options. You can change the colors on our site, increase the text size, and even change the font to something you find more readable. Screen reader users can move repetitive links out of their way, by pushing the navigation bar to the bottom of the page.
AFB would like to hear from you. Please contact us with your comments and suggestions.

Link to Us | Site Map | Policy Statement | Copyright © 2011 American Foundation for the Blind. All rights reserved.
Material provided on AFB.org is intended for information use only and is not a substitute for professional medical advice. If you have any concerns about your health, please contact your health provider.
  Valid HTML 4.0!