TY - JOUR
T1 - Measuring cognition of students with disabilities using technology-enabled assessments
T2 - Recommendations for a national research agenda
AU - Bechard, Sue
AU - Sheinker, Jan
AU - Abell, Rosemary
AU - Barton, Karen
AU - Burling, Kelly
AU - Camacho, Christopher
AU - Cameto, Rene
AU - Haertel, Geneva
AU - Hansen, Eric
AU - Johnstone, Chris
AU - Kingston, Neal
AU - Murray, Boo
AU - Parker, Caroline E.
AU - Redfield, Doris
AU - Tucker, Bill
PY - 2010/11
Y1 - 2010/11
N2 - This article represents one outcome from the Invitational Research Symposium on Technology-Enabled and Universally Designed Assessments, which examined technologyenabled assessments (TEA) and universal design (UD) as they relate to students with disabilities (SWD). It was developed to stimulate research into TEAs designed to better understand the pathways to achievement for the full range of the student population through enhanced measurement capabilities offered by TEA. This paper presents important questions in four critical areas that need to be addressed by research efforts to enhance the measurement of cognition for students with disabilities: (a) better measurement of achievement for students with unique cognitive pathways to learning, (b) how interactive-dynamic assessments can assist investigations into learning progressions, (c) improvement of the validity of assessments for students previously in the margins, and (d) the potential consequences of TEA for students with disabilities. The current efforts for educational reform provide a unique window for action, and test designers are encouraged to take advantage of new opportunities to use TEA in ways that were not possible with paper and pencil tests. Symposium participants describe how technologyenabled assessments have the potential to provide more diagnostic information about students from various assessment sources about progress toward learning targets, generate better information to guide instruction and identify areas of focus for professional development, and create assessments that are more inclusive and measure achievement with improved validity for all students, especially students with disabilities.
AB - This article represents one outcome from the Invitational Research Symposium on Technology-Enabled and Universally Designed Assessments, which examined technologyenabled assessments (TEA) and universal design (UD) as they relate to students with disabilities (SWD). It was developed to stimulate research into TEAs designed to better understand the pathways to achievement for the full range of the student population through enhanced measurement capabilities offered by TEA. This paper presents important questions in four critical areas that need to be addressed by research efforts to enhance the measurement of cognition for students with disabilities: (a) better measurement of achievement for students with unique cognitive pathways to learning, (b) how interactive-dynamic assessments can assist investigations into learning progressions, (c) improvement of the validity of assessments for students previously in the margins, and (d) the potential consequences of TEA for students with disabilities. The current efforts for educational reform provide a unique window for action, and test designers are encouraged to take advantage of new opportunities to use TEA in ways that were not possible with paper and pencil tests. Symposium participants describe how technologyenabled assessments have the potential to provide more diagnostic information about students from various assessment sources about progress toward learning targets, generate better information to guide instruction and identify areas of focus for professional development, and create assessments that are more inclusive and measure achievement with improved validity for all students, especially students with disabilities.
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M3 - Article
AN - SCOPUS:78549243314
SN - 1540-2525
VL - 10
SP - 1
EP - 51
JO - Journal of Technology, Learning, and Assessment
JF - Journal of Technology, Learning, and Assessment
IS - 4
ER -