Examining K-12 educators’ perception and instruction of online accessibility features

Abstract

Previous research on online features embedded in language assessments have been limited to the use of dictionary or spell/grammar check. Few have examined the role of accessibility features in the Kindergarten to Grade 12 (K-12) English learner (EL) context in the U.S. This study examined how K-12 EL educators perceive and instruct online accessibility features in an annual English language proficiency assessment taken by over 2 million children. Educator perception of ELs' use of the features was also investigated. Of the ten features examined, five (Colored Overlays, Color Contrast, Highlighter, Line Guide, and Magnifier) were available across the four language domains (listening, speaking, reading, and writing) and five were specific to writing (Sticky Notes, Cut, Copy, Paste, and Underline). In a two-phase mixed-methods study, first 377 K-12 EL educators completed a survey and nine educators were further interviewed. Findings were analyzed according to educators' (1) perception of online accessibility features, (2) instruction of the features, and (3) perception of ELs' use of the features. Educators perceived the Highlighter, Line Guide, Copy, and Paste to be more important than others, which affected their instruction. Results provide practical implications for instructing and designing online accessibility features in K-12 English language proficiency assessments.

Keywords:

• Accessibility features
• language assessment
• educator perception
• K-12 English learners

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 English learners refer to children that are acquiring English in addition to their home languages (e.g., Spanish) either simultaneously or successively, and are subject to receiving English language services as part of the federal law (Every Student Succeeds Act of 2015). As most schools in the U.S. K-12 education system use English as the medium of instruction (although there are bilingual and immersion programs available in some schools that uses another language in addition to English as the medium of instruction), English learners are required to obtain English language proficiency to meaningfully participate in learning. Each state or district may have its own policy on determining the minimum English language proficiency for identifying English learners.

2 ELs identified with mild disabilities take ACCESS for ELLs, whereas ELs with severe cognitive disabilities are required to take Alternate ACCESS for ELLs. For more information, visit wida.wisc.edu.

3 At the time of data collection, 36 U.S. states and territories were part of the listserv that was used for collecting survey data.

Additional information

Notes on contributors

Ahyoung Alicia Kim

Ahyoung Alicia Kim is currently a researcher at WIDA, University of Wisconsin-Madison where she conducts research on the language development of pre-Kindergarten to 12th grade multilingual learners. Her research interests include language assessment, child bilingualism, language policy, and computer-assisted language learning. Alicia received her doctorate in Applied Linguistics from Teachers College, Columbia University.

Mira Monroe

Mira Monroe is a senior manager at ACT. She taught 10 years in Colorado public schools followed by 6 years at the Colorado Department of Education as the Assessment Unit Special Education Specialist. She has also worked at WIDA to support the accessibility of large-scale English language proficiency assessments. Mira has an M.A. in Special Education and a B.A. in communication disorders.

Shinhye Lee

Shinhye Lee (Ph.D., Michigan State University) is a Project Coordinator in the Office of Language Assessment at the University of Chicago Language Center (CLC). At CLC, she oversees grant-funded projects on language assessment literacy, conducts research in language assessment, and designs/develops proficiency-oriented language assessments administered at UChicago.