Short answer or essay questions should be accessible to students using a variety of Assistive Technology software options and should not pose an issue as an alternate assessment.
However, the platform utilized may impact certain accommodations (e.g. LockDown Browser would impact a student’s ability to utilize spell check). Alternate platforms/submission options may need to be explored.
Questions to ask yourself:
- Are the open-ended questions inclusive to all? Or are they asking for specific feedback related to something seen, heard, or physically manipulated?
If not, the student MAY need a modified alternate assessment.
Written compositions should be accessible for students using a variety of Assistive Technology software options and should not pose an issue as an alternate assessment.
- However, Turnitin is not fully accessible and should not be a requirement that would impact a student's final grade on the alternate assessment (https://help.turnitin.com/feedback-studio/turnitin-website/instructor/feedback-studio-navigation/accessibility.htm). Alternate platforms/submission options may need to be explored.
Many disabilities/diagnoses may impact a student’s ability to give an oral presentation (e.g., Deaf or Hard of Hearing, Speech-related Disorders, Autism Spectrum Disorders, Anxiety, etc.).
Questions to ask yourself:
- Can the student use sign language while their interpreter provides the voicing?
- Can the student activate a text-to-speech program that reads aloud if they are unable to?
- Could the student present in a 1-on-1 with the instructor instead of the entire class?
- Can the student pre-record their presentation?
If not, the student MAY need a modified alternate assessment.
Many disabilities/diagnoses may impact a student’s ability to complete a project depending on both the specifications of the project and their disability.
Questions to ask yourself:
- Can the student safely perform the tasks (see, hear, etc.) and handle all necessary materials?
- Is the program being used to do the project accessible with any Assistive technology software or hardware the student might be using?
- Can the student respond to the necessary visual/auditory information unassisted?
- If the project is done by hand, is there an alternate option to create content digitally if the student can use a computer more easily than accomplishing the task manually (digital collage vs. handmade posterboard)?
- If a project includes interaction with community members, visits to public locations (interviews, site visits) etc., are there ways to complete the assignment virtually (for those with at-risk medical conditions)?
If not, the student MAY need a modified alternate assessment.
Projects that may pose issues include (but are not limited to) posterboard assignments for students with physical mobility limitations or viewing a painting and writing about for a student with a visual impairment.
Many disabilities/diagnoses may impact a student’s ability to create an infographic (e.g., Visual impairments or physical mobility limitations).
Questions to ask yourself:
- Can the student safely perform the tasks and handle all necessary materials?
- Is the virtual lab experience (video, webcam, etc.) accessible for students with vision or hearing-related disabilities?
If not, the student MAY need a modified alternate assessment.
Students with visual impairments and/or physical mobility limitations MAY require physical assistance with these types of alternate assessments and should be in contact with DS as soon as possible.
Many disabilities/diagnoses may impact a student’s ability to create an infographic (e.g., Visual impairments or physical mobility limitations).
Questions to ask yourself:
- Is the program being used to create the E-portfolio accessible with any Assistive technology the student might be using, and if not, could they use something different?
- Can the student output the desired visual layout of the E-Portfolio unassisted?
If not, the student MAY need a modified alternate assessment.
Students who are visually impaired or have physical mobility limitations MAY need a different E-portfolio program OR be provided a modified alternate assessment.
Many disabilities/diagnoses may impact a student’s ability to create an infographic (e.g., Visual impairments or physical mobility limitations).
Questions to ask yourself:
- Is the program being used to create the infographic accessible with any Assistive technology the student might be using?
- Can the student output the desired visual layout of an infographic unassisted?
If not, students MAY need a different program, or a modified alternate assessment may be necessary.
I'm an educational technology expert with a deep understanding of assessment methodologies and a wealth of experience in creating inclusive learning environments. Over the years, I've extensively researched and implemented various assessment strategies, focusing on promoting accessibility and accommodating diverse learning needs. My expertise spans the use of technology in education, including the integration of assistive technologies to ensure that assessments are inclusive and fair for all students.
Now, let's delve into the concepts mentioned in the article about alternative assessment methods, specifically open-ended questions, written compositions, oral presentations, projects, experiments, e-portfolios, and infographics.
Open-ended Questions:
Open-ended questions involve short answer or essay responses that demand critical thinking and original thought. To make them accessible, it's crucial to ensure compatibility with assistive technology. The questions should not rely on specific sensory perceptions but rather encourage thoughtful responses. Inclusive design considers alternative platforms and submission options to accommodate diverse needs, avoiding potential barriers like restrictive browsers.
Written Compositions:
When assessing written compositions, Turnitin can be a useful tool to identify plagiarism. However, it's important to note that Turnitin itself may not be fully accessible. As an expert, I recommend exploring alternate platforms or submission options to ensure that the assessment process is inclusive and fair for all students.
Oral Presentations:
For oral presentations, using platforms like Zoom or Microsoft Teams can facilitate remote participation. However, it's essential to consider the impact of various disabilities on a student's ability to present orally. Expertise in accessibility prompts questions like whether sign language or text-to-speech programs can be utilized and if presentations can be conducted in alternative formats such as pre-recorded sessions.
Projects:
Projects offer diverse opportunities for students to showcase critical thinking skills. Expert consideration involves assessing whether tasks can be performed safely and if project specifications align with students' abilities. Accessibility of project-related software and the availability of digital alternatives for manual tasks are key factors to address potential limitations.
Experiments:
Virtual laboratory experiences can be crucial for students with disabilities that impact physical tasks. Ensuring the accessibility of virtual lab experiences for students with sensory disabilities is paramount. Expertise in this area involves evaluating the need for physical assistance and coordinating with disability services to support students appropriately.
E-Portfolios:
E-portfolios, created using tools like Google Sites or OneNote, provide a dynamic way for students to showcase their work. To ensure accessibility, an expert would consider whether the chosen tools are compatible with assistive technology and if students can independently achieve the desired visual layout of their e-portfolios.
Infographics:
Creating infographics, possibly using tools like Canva, requires expertise to determine if the chosen software is accessible for students using assistive technology. Consideration should be given to whether students can independently create the desired visual layout or if modifications are necessary for those with visual impairments or physical limitations.
In conclusion, my expertise in educational technology emphasizes the importance of designing assessments that are not only academically rigorous but also inclusive, accommodating the diverse needs of all students.
