Universal Tools, Supports, and Accommodations For MSP Science Online Assessment,

Transcription

1 Universal Tools, Supports, and Accommodations For MSP Science Online Assessment, Table 1: Universal Tool Amplification Highlighter Keyboard Navigation Mark for Review Strikethrough Table 2: Universal Tool Breaks Calculator Glossary English Scratch paper permitted Graph Paper NOT permitted Students adjust the volume control, using computer or headphones. A digital tool for marking desired text, questions, answers, or parts of these with a color. Highlighted text remains available throughout test. Students can navigation through the assessment by using a keyboard. Allows students to flag items for future review during the assessment. Markings are not saved when the student moves on to the next segment or after pausing the test for more than 20 minutes. The student uses this feature to eliminate those answer choices that do not appear correct to the student. If an answer option is an image, a strikethrough line will not appear, but the image will be grayed out. Individual students may take breaks when needed to reduce cognitive fatigue. There is no limit on the number of breaks that are allowed. For MSP science: The calculator used must be on the list of eligible devices, refer to the Calculator Policy, available on the WCAP Portal For MSP science: Grade- and context appropriate definitions of specific construct irrelevant terms (words not related to test or item content) are provided in English in print format. Science MSP: All scratch, as permitted, must be collected and securely destroyed at the end of each assessment session to maintain test security. Follow the school s Test Security and Building Plan. Thesauruses, dictionaries, and graph paper are not permitted on the online science assessment. Scratch paper is allowed. TAM MSP Science Online English Table 4: Designated Support Color Contrast Masking Enables students to adjust screen background or font color, based on their needs or preferences. Students with attention difficulties may need this support for viewing test content. This support also may be needed by students with visual impairments or other print disabilities (including learning disabilities). Choice of colors should be informed by evidence that specific text and background color combinations meet the student s needs. Blocks content that is not of immediate need or that may be distract the student. Students are better able to focus their attention on a specific part of a test item by masking. 1 P a g e

2 Tools Universally Turn Off Students with attention difficulties may need to mask districting content during testing. May also be needed by students with visual impairments or other print disabilities (including learning disabilities). Allows TA to disable any universal feature that might interfere with student performance, or distract the student Table 5: Designated Supports Color Overlay Magnification Noise Buffers Read-Aloud English Read-Aloud Student Scribe Separate Setting Color transparencies are placed over a paper-based assessment. The size of specific areas of the screen (e.g., text, formulas, tables, graphics, and navigation buttons) may be adjusted by the student with an assistive technology device. Magnification allows increasing the size to a greater level than the Zoom universal tool. For use by students who are distracted by noise in the test environment. Ear mufflers, white noise, and/or other equipment are used to block external sounds. For science stimuli and items: Text is read aloud to the student by a trained and qualified test reader. Test readers must follow the guidance provided in administration manuals. All or portions of the content may be read aloud. Refer to Appendix D. Read Aloud Test Reader Guidelines Students who are struggling readers may need assistance by having all or portions of the assessment read aloud. This support also may be needed by students with reading-related disabilities, or by students who are blind and do not yet have adequate Braille skills. If not used regularly during instruction, this support is likely to be confusing and may impede test performance. Readers should be provided to students on an individual basis not to a group of students. A student should have the option of asking a reader to slow down or repeat text. The use of this support may result in the student needing more time. Student reads the test content aloud. This feature must be administered in a one-on-one test setting. : Students who are beginning readers may need to hear themselves read in order to comprehend text. Students who tend to rush through assessments and not read text fully, may need to read the test aloud. Students dictate their responses to a human who records their words verbatim. The scribe must be trained and qualified, and must follow the GTSA guidelines, Administration Manuals, and Appendix E Scribing and Transcribing Guidelines. Students who have documented significant motor or processing difficulties, or who have had a recent injury (such as a broken hand or arm) that make it difficult to produce responses may need to dictate their responses to a human, who then records the students responses verbatim. The student is tested in a setting that is different from that used by most students. In some situations, students may need to test outside 2 P a g e

3 Text-to-Speech Translated Test Directions Table 7: Accommodation Streamline Table 8: Accommodation Alternate Response Options American Sign Language (ASL) Calculator Speech-to-Text of school, such as in a hospital or in their home. If such a situation occurs, the DC will contact the State Test Coordinator for specific details on accommodating the student. MSP science scenario & items: Text is read aloud to the student via non-embedded text-to-speech technology that the student is familiar with (such as a CD). Note: This support may be confusing and may impede the performance of students who do not regularly have the support during instruction. Students who use text-to-speech will need headphones unless tested individually in a separate setting. Available PDF of DFA translated in each of the languages currently supported. Can be read by student or an adult. Translated test directions are on the WCAP Portal: For languages not supported with a translated PDF, Bilingual adult should refer to the oral translation process found in Appendix D. Students who have limited English language skills (whether or not designated as ELLs or ELLs with disabilities) can use the translated test directions. In addition, a bi-literate adult trained in the Test Administration Manual can read the test directions to the student. Provides a streamlined interface of the test in an alternate, simplified format in which the items are displayed below the stimuli. Alternate response options include but are not limited to adapted keyboards, large keyboards, StickyKeys, MouseKeys, FilterKeys, adapted mouse, touch screen, headwand, and switches. Test content is translated into ASL. ASL human signer and the test content (on screen) are viewed by the student. If using an system other than ASL, submit a nonstandard accommodation/designated support request found: StandardAccommodationRequestForm.pdf MSP science: A non-embedded calculator for students needing a special calculator, such as a Braille calculator or a talking calculator, currently unavailable within the online assessment platform. Administration directions will identify items open to calculator use. In those instances TAs will make calculators available to students. Voice recognition allows students to use their voices as input devices to the computer, to dictate responses or give commands (e.g., opening application programs, pulling down menus, and saving work). Voice recognition software generally can recognize speech up to 160 words per minute. Students may use their own assistive technology devices. 3 P a g e

4 4 P a g e

5 5 P a g e