Assessment Accomidations for Students

Espinosa (2010) states, “Conducting accurate, systematic, and meaningful assessments can provide key insights into the development and abilities for our children, thus providing the basis of effective individualized instruction,” (p.99). As the children and families schools serve become increasingly diverse in culture, language, ethnicity, and economics, schools have a responsibility to make sure accommodations are made in practices and procedures so students are not impacted by conditions which may interfere with students demonstrating their knowledge.

According the Illinois State Board of Education, Student Assessment Division (2012), accommodations provided during state assessments should be similar to those provided during regular classroom instruction and assessments. Accommodations are also intended to aide students in showing their knowledge of the test content without altering the test content; allow the student to participate in the testing in a meaningful way; address the language, social and cultural needs of the student; and provide results that are comparable to a standard administration of the assessment.

Part 1: Identifying Accommodations

Content Area: Reading/Language Arts

Accommodation/Alternate test Description of Accommodations/Alternate Test Student Eligibility

Timing/Scheduling Accommodations -Students are allowed an extended assessment time of 10 minutes if test-takers are still engaged when standard time has elapsed.

- Students are allowed Pre-planned, extended-time sessions exceeding 10 minutes as long as the session begins and ends in a single school day, and any students receiving this provision must be tested separately from students getting standard time.

-Students are allowed more frequent brea...

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...ent knows they can point to the dog to answer)

How many balls?

What did the dog do with the yellow ball? (Use gestural cues to help the student focus on the events happening with the yellow ball.)

What did the dog do with the red ball? (Use gestural cues to help the student focus on the events happening with the red ball.)

What did the dog do with the blue ball? (Use gestural cues to help the student focus on the events happening with the blue ball.)

Reference

Espinosa, L. (2012). Getting it right for young children from diverse backgrounds: Applying research to improve practice. Upper Saddle River, NJ: Prentice Hall.

Illinois State Board of Education Student Assessment Division. (2012, October 16). Assessment

accommodations for English language learners: Guidance for 2012-2013. Retrieved

from http://www.isbe.net/assessment/pdfs/2013/ell-guidance.pdf