Design and Development of Technology Enhanced Assessment Tasks: Integrating Evidence-Centered Design and Universal Design for Learning Frameworks to Assess Hard-to-Measure Science Constructs and Increase Student Accessibility TEA ECD UDL
- Author(s):
- Haertel, Geneva D.; Cheng, Britte Haugan; Cameto, Renee; Fujii, Reina; Sanford, Christopher; Rutstein, Daisy; Morrison, Kathryn
- Publication Year:
- 2012
- Source:
- Paper presented at the Invitational Research Symposium on Technology Enhanced Assessments, May 7-8, 2012
- Document Type:
- Paper
- Page Count:
- 123
- Subject/Key Words:
- Technology Enhanced Assessments, Validity, Large-Scale Assessment, Evidence Centered Design (ECD), Universal Design for Learning (UDL), Reliability, ETS K-12 Center
Abstract
(d) examples of science assessment items and tasks developed using an integrated ECD/UDL approach and the design documentation that is generated during the process and (e) a review of these three assessment tasks in terms of their accessibility, technology enhanced features, implementation obstacles, scoring and validation methodologies, and efficiencies conferred in terms of costs and time. Six recommendations provide guidance about how an ECD process, including principles of UDL, improves validity of assessments and enhances their fairness in the context of technology enhanced assessments.