2. Fall 2012

3.  Readers and Scribes help in the Alternative Testing “arm” of CSD.  Alternative Testing is an accommodation for some students. It can include: extended time for tests, taking tests in a low- distraction environment, having the test read, etc.

4.  Students who have been approved for Alternative Testing services will use the ePurple slip system. This is the way students request to take a test at CSD.  Patty Beran, Testing Coordinator, then schedules Readers and Scribes for those students needing them.  Patty will contact Readers/Scribes via email to see if they can read/scribe a test.

5.  You will read tests to students.  It is important to remember the following:  Take all directions from the student.  Read the question number for each test question.  Read all the letters for multiple choice test answer options.

6.  Ability to read aloud clearly, at a normal pace, and with good pronunciation.  Familiarity with the words, terms, symbols or signs that are specific to the test content.  Ability to follow instructions to read, verbatim, only the words in the test book or on the screen, without changing or adding words or assisting the test taker in selecting a response.

7. Being a Good Reader continued…  Willingness to be patient and to understand that the test taker may need many test questions repeated several times.  Ability to work with the test taker comfortably and compatibly without creating unnecessary pressure or unrealistic expectations.  If you are unsure of how to pronounce a word, advise the test-taker of your uncertainty about the word and spell it.

8. Being a Good Reader for Multiple Choice Tests:  Be particularly careful to equally stress each response option and read all of them before waiting for a response. The test taker will record the answer or provide the answer to the scribe, who will record it for the test taker. Information on being a good reader from: http://www.ets.org/disabilities/test_reader/

9.  You will write for students on tests.  It is important to remember the following:  Take all directions from the student.  Write exactly what the student says (even if it is grammatically incorrect).  You may want to read back what you wrote. This makes sure you have written what the student wants and it can draw attention to grammatical errors (don’t change your voice pattern at all, just reading aloud may help the student identify any adjustments he/she wants to make)

10.  A scribe may respond to questions such as, "Where are we on my outline?" by pointing to and reading the outline.  The scribe should ask for the spelling of commonly misspelled words and homonyms such as "to, two, and too," or "there, their, and they're."  If the test taker uses a word that is unfamiliar to the scribe or a word that the scribe does not know how to spell, the scribe should ask the test taker to spell it.

11. When scribing a test with Multiple- Choice Questions Sometimes a test taker, because of his or her disability, has trouble speaking clearly or distinctly. The writer/recorder should confirm the test taker's response. If the writer/recorder cannot understand a test taker's speech pattern, or it is barely audible, large cards, each indicating one of the four or five test options, can be used. The test taker can then choose the appropriate card. Some Information from: http://www.ets.org/disabilities/test_reader/

12.  You should never – in any way- assist the student with answering specific test questions (other than simply reading or scribing)  This violates the university’s academic integrity policy!  You can’t define words, help with math, etc. If you have any questions about what you can/can’t do, see the proctor who is working or Patty Beran.

13. Patty Beran Testing Coordinator Center for Students with Disabilities 2002 - Andersen Library beranp@uww.edu 262-472-4711