1. Technology Assisted Reading Assessment Cara Cahalan Laitusis Educational Testing Service Martha Thurlow NCEO

2. Technology Assisted Reading Assessment Purposes of Assessment The purpose of this assessment is to serve as an accountability assessment of technology assisted reading (the use of assistive technology for accessing text).

3. Technology Assisted Reading Assessment High-Level Claim This assessment will measure the degree to which a student can independently access grade level English language arts text using assistive technology. Scores will be reported for three levels: Developing Proficiency, Proficient, and Advanced Proficient.

4. Technology Assisted Reading Assessment Population of Test Takers From this large sample of students with visual impairments this assessment will focus only on: –Students in grades 7 to 10 whose primary method of reading includes assistive technology –Students whose IEP includes instruction in reading with assistive technology. The assessment will not be appropriate for students with significant cognitive impairments who participate in the state’s alternate assessment based on alternate achievement standards.

5. Technology Assisted Reading Assessment Specific Forms of AT Audio (JAWS) Magnification (ZoomText) Tactile (refreshable braille) Combination of Audio, Magnification, and Tactile

6. Technology Assisted Reading Assessment Advanced Proficient Student can access grade-level text independently and efficiently, with satisfactory literal comprehension, using one or more forms of assistive technology. –Ability to move fluidly within and between technologies in order to optimize various technologies’ potential –Selection of most appropriate form of AT for a given task –Self-advocacy regarding technology choices

7. Technology Assisted Reading Assessment Proficient Student can access grade-level text independently, with satisfactory literal comprehension, using one or more forms of assistive technology. –Can use the technology independently –Can use the technology to perform at grade level: visual and tactile readers decode and read words fluently enough to understand what was written and audio readers comprehend and retain heard text –Understands the basic functions of a technology

8. Technology Assisted Reading Assessment Developing Proficiency Student has, at most, limited ability to access text independently using one or more format of assistive technology. –Student needs help from teacher –Student gets stuck with the technology

9. Technology Assisted Reading Assessment Test Items

10. Technology Assisted Reading Assessment Performance Task Goals Operationalize proficiency definitions Allow for variability in AT Type, document format, ways in which student might convey responses

11. Technology Assisted Reading Assessment Performance Task Types Document Manipulation –Read and recall –Navigate –Locate –Select AT and explain selection Document Switching

12. Technology Assisted Reading Assessment Topics of CR Items Internet use AT knowledge, use, and troubleshooting Obtaining accessible material Dealing with specific types of material (regular print, PDF, Word, Daisy, etc.)

13. Technology Assisted Reading Assessment Test Summary Total Score310-62 Diagnostic Sub-scores Select AT for Specific Task 30-6 Locate* 30-6 Read and Recall*30-6 Navigate60-12 Document Switching60-12 General AT Knowledge100-20

14. Technology Assisted Reading Assessment Field Test Plans Target Sample 250 students (grades 7-11) –20 Teachers will test 10 students each (n=200) –NCEO researchers will test an additional 50 students Administrators Variables –Blind (5), Sighted (15) –Rural (3), Urban (3), Suburban (14) –Itinerant (14), School for the Blind (6)

15. Technology Assisted Reading Assessment States in sample Arkansas California (2) Colorado (2) Georgia (2) Kentucky (2) Louisiana Maryland Massachusetts (2) Michigan Minnesota New Jersey New York Pennsylvania Texas Washington (2)

16. Technology Assisted Reading Assessment Timeline Training (May/July 2010) Administrations (June-Nov 2010) Data Analysis (Jan-Feb 2011) Standard Setting (March 2011) Final Report/Test Form (June 2011)