Using Computer-based Tests with Students with Disabilities ▼

Background Computer-based testing has been called the " next frontier in testing " as educators, testing companies, and state departments quickly work to transform paper/pencil tests into technology-based formats. These efforts have occurred in a variety of ways and for a variety of tests. Some educators have transferred all of their classroom quizzes and tests into a computer-based format. With the dramatic increase in the use of the Internet over the past few years, and the considerable potential of online learning, assessment will need to undergo a complete transformation to keep pace. Experts suggest that the Internet will be used to develop tests and present items through dynamic and interactive stimuli such as audio, video, and animation. Given this momentum, it is not surprising that there is a trend toward investigating and incorporating the Internet as the testing medium for statewide assessments. ▼ NATIONAL CENTER ON EDUCATIONAL OUTCOMES Computer-based testing is viewed by many policymakers as a way to meet the requirements of the No Child Left Behind Act of 2001 (NCLB). The need to produce itemized score analyses, disaggre-gation within each school and district by gender, racial and ethnic group, migrant status, English proficiency, disability, and income challenges states to create new and more efficient ways to administer, score, and report assessment results. There clearly are many opportunities created when computer-based tests are used. These include more efficient test administrations, the availability of immediate results, and student preferences for this form of testing over paper and pencil tests. In addition, computer-based testing opens up the possibility for built-in accommodations, student selection of testing options , and increased authenticity in items that are included. Other benefits have been identified as well, so there is considerable pressure to move toward computer based testing. While computer-based testing may address the challenges of NCLB and has many other positive characteristics as well, it potentially creates other problems unless a thoughtful and systematic process is used to transfer existing paper/pencil assessments to computer-based assessments. Not only will poor design elements on the paper test transfer to the screen, but additional challenges may result that reduce the validity of the assessment results and possibly exclude some groups of students from assessment participation. This Policy Directions presents factors to consider in the design of computer-based testing for all students, including students with disabilities and students with limited English proficiency. It also