Resources: Testing

This document provides an overview of English language proficiency (ELP), how it is measured when it comes to eligibility for English learner (EL) services, and what this may mean for deaf students.

This step-by-step guide explains how to request and use accommodations on standardized exams to help students meet their goals after high school.

Assessment accommodations are changes in testing materials or procedures that lessen barriers to access but do not change the test construct, or what the test is intended to measure. Deaf individuals are diverse with varying needs.

Many different test-taking issues affect deaf students, but linked to all of these issues are the differing experiences with English, professionals who do not have a full understanding of the learning experiences or backgrounds of deaf individuals, and the lack of testing standards. This summary for professionals will look at ways test accessibility for deaf individuals can be addressed.

Regardless of one's role in administering an assessment—as a professor in a college course or a psychological examiner conducting an evaluation—test providers recognize the importance of obtaining an accurate measurement of student learning, knowledge, abilities, attitudes, and skills.

This study explores frameworks surrounding assessment policy and practice for deaf and deafdisabled students, current research related to standardized assessment, and potential implications.

This study reviewed the current literature, focusing on the factors that are important to keep in mind when considering the use of accommodations for assessment for deaf students.