Blog #10- Testing and Accommodations

I think before we look at who can have test accommodations, it is important to address the differences between test accommodations and modifications. It is important to make these distinctions in order to know what the student really needs. A test accommodation are changes made in the administration of the test in order to remove obstacles to the test taking process that are presented by the disability without changing the constructs being test, while test modifications are changes made to the testing process if the content of the assessment itself, that affect the constructs being tested. The key consequence to test modifications is that the test itself changes and this may make the score invalid. Therefore, it may be challenging to get approval for a test accommodation because there is a fine line before it becomes a modification, and may change the validation of the assessment.

I think it is important to have testing accommodations because many students who have disabilities can participate in testing with their same aged peers, if they receive minor accommodations. Principals play an important role in this decision process. Some student needs extended time, or a quiet room. They may need a scribe to record their answers for them, or have someone read the questions to them out loud. These are important accommodations, which should be continuously available to students who need it, who have been identified by the CSE, IDEA, IEP, or 504 plan. It’s especially important for students who are covered under the 504 plan, because it covers students who have broken their arm for example, and just need short term accommodations. I have students in my general education classroom right now that can perform on grade level, if they are provided with a quiet room and extra test taking time; they shouldn’t be denied this opportunity.

This guide is really great because it talks about knowing your students and getting them the right accommodations. I think as educators, this is such an important concept to consider, because he we really need to know how we can help them. The guide discusses: knowing if your student can participate in the testing, can they demonstrate the knowledge the know, how independent can they be, know what the test is assessing, and what accommodations are available. Students should also be aware of what accommodations are available for them. Students can receive extended time, change the way time is organized, and administer the test of several days. There can be a change in the setting, method of presentation (braille, large text, directions read to students, and read in simplified terms. Students may be provided a scribe, who write down verbatim what a student wants to say, including spelling of difficult words. This may be time consuming however.

I like how the guide goes into what to do if a student refuses accommodations. It also clearly states that staff should have training on accommodations, and when and which one should be used. It provides guidelines for multiple scenarios, including: decisions, implementation, documentation, and special considerations. If the school fails to provide appropriate testing accommodations, it may result in the invalidation of the student’s test score. The school would report the test score as “misadministration,” and the fault would be on the school, not the child. This is very important because this is the child’s insurance, that they will have equal opportunities for testing!