Predictors of Accessibility Tool Use on a Low-Stakes Computer-Based Math Test

Autor/inn/en	Witmer, Sara E.; Bouck, Emily C.
Titel	Predictors of Accessibility Tool Use on a Low-Stakes Computer-Based Math Test
Quelle	In: Assessment for Effective Intervention, 49 (2023) 1, S.7-17 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/15345084231152477
Schlagwörter	Predictor Variables; Accessibility (for Disabled); Computer Assisted Testing; Access to Computers; Mathematics Tests; Students with Disabilities; Student Motivation; Mathematics Achievement; Testing Accommodations + Suchen Sie Ihr Suchwort? Prädiktor; Accessibility; Zugänglichkeit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Schulische Motivation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Testing process; Accessibility (for disabled); Disabled person; Testdurchführung; Testen; Barrierefreiheit; Behinderter
Abstract	One perceived advantage of computer-based testing is that accessibility tools can be embedded within the testing format, allowing students with disabilities to use them when necessary to remove unique barriers within testing. However, an important assumption is that students activate and use the tools when needed. Initial data from large-scale computer-based testing suggest many students with disabilities are not using them; information is needed to understand why. Both computer skills and motivation are likely necessary for students to use accessibility tools; therefore, we explored whether prior computer use, math motivation, and test motivation predicted accessibility tool use on a national math test. We further explored the relationship between accessibility tool use and test performance. Accessibility tool use was relatively infrequent. Test motivation was weakly associated with text-to-speech use. Use of eliminate choice and scratchwork tools were weakly associated with performance. When combined with related empirical work, findings suggest a potential need to improve student test motivation and corresponding use of accessibility tools to improve validity of low-stakes test scores. However, given the weak relationships identified between tool use and performance, evidence-based math interventions are anticipated to be more helpful for improving math performance than mere promotion of accessibility tool use. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01