Design and use of pop-up illustration glossaries as accessibility resources for second language learners in computer-administered tests in a large-scale assessment system

ABSTRACT

This paper is concerned with fair and valid testing. It reports on a long-term project aimed at creating visual accessibility resources in mathematics computer-administered test items in a large-scale assessment system. We discuss our experience designing and developing pop-up illustration glossaries (IGs) for second language learners (SLLs) – students who are not native users of the predominant language in the society in which they live, are typically schooled in that predominant language, and face the challenge of learning content and demonstrating knowledge in a language that is not their first language. An IG is a visual representation of a word/term identified as likely to be linguistically challenging to a substantial proportion of SLL test takers and which appears on the screen when the test taker clicks on that word/term. Because they interact with the user, IGs are more sensitive than other accessibility resources to students’ individual needs – a characteristic that addresses the linguistic heterogeneity of SLL populations. We discuss the extent to which IGs contribute to ensuring valid, fair assessment for SLL students, and the implications of the lessons learned for improving assessment systems.

KEYWORDS:

• Accessibility resources
• illustration glossaries
• testing accommodations

Notes

¹ While different from the federal definition and the multiple definitions used by states in the U.S. (see Linquanti & Cook, 2013), this definition suits the scope of the research discussed here. Garcia, Kleifgen, & Falchi (2008) propose the use of the term, emergent bilingual, which is more sensitive to the process of becoming bilingual and to the contexts that are relevant to testing.

² Traditionally, the term accommodation has been used in a way that does not distinguish between what this assessment system refers to as accommodations and designated supports.

³ In the U.S., an individualized educational plan (IEP) is an educational program intended to provide special instruction and services to a child in elementary or secondary school who has a diagnosed disability (U.S. Department of Education, 2000).