Factors to Consider in the Design of Inclusive Online Assessment
Sandra J. Thompson (University of Minnesota, USA), Rachel F. Quenemoen (University of Minnesota, USA) and Martha L. Tharlow (University of Minnesota, USA)
Copyright: © 2005
This chapter presents factors to consider in the design of online assessments for all students, including students with disabilities and English-language learners. It presents a process and considerations for the initial transformation of paper-and-pencil assessments to inclusive online assessments, focusing on features of universal design, the use of assistive technology, and an examination of the use of individual accommodations in light of the content tested. The authors hope to convey the importance of implementing a process for addressing these considerations from the beginning of online assessment design. Retrofitting completed assessments can result in concerns about validity.