New English File Elementary Test Booklet With Key

Testing accommodations is a way of providing appropriate support that respects a student’s ability and does not create an adverse educational environment. Students typically require the following types of testing accommodations:

Type I accommodations: (1) modifications to test instructions that are necessary to render the test content meaningful and accessible, and (2) modifications to test items that are necessary to render test items meaningful and accessible. For example, a student with a vision impairment may need to use a visual schedule of the test. (Emery, 2000).

Type II accommodations: (1) modifications of the testing environment that render the test content meaningful and accessible, and (2) modification of procedures that result in the immediate implementation of the accommodation. For example, screen reader software or speech recognition can be used to interpret the student’s responses to individual items. As another example, a student with a vision impairment may complete a selected item on the test with a computer that generates a large print version of the question and its response options. (Emery, 2000).

The use of Type II accommodations does not lessen the standard to which students are held or the level of achievement expected. Depending on the issue, a student may require additional support to address the need to process materials in a way that is meaningful. If a student is experiencing difficulty processing test materials, he/she should be expected to ask for additional instructions to keep the material meaningful and accessible.

Equity issues: Equity refers to the principle that all students, including those with disabilities, are entitled to the same quality of instruction and program (§ 4004).[4] Students need a quality educational experience in order that they may succeed and progress in their education. It is important to ensure that students with disabilities have access to an effective and efficient testing program.

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