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Universal Design Considerations for Improving Student Achievement on English Language Proficiency Tests

¹ National Center on Educational Outcomes, University of Minnesota
² University of Minnesota

^* To whom correspondence should be addressed. E-mail: kline010{at}umn.edu.

	Abstract

This article studies accessible assessment design to large-scale English language proficiency assessments that are now mandatory for elementary and secondary English language learners in public schools. Using a modified Delphi approach, a panel of 33 experts from the areas of assessment, English as a second language or bilingual education, and special education provided feedback on features of accessible English language proficiency tests. Experts rated the importance of a set of accessible test design considerations suggested by the literature and were able to add and rate additional considerations suggested by their own experience. Considerations related to the creation of concise and readable text in assessment items received consistently high ratings overall. In contrast, considerations relating to the creation of test items that allow for format changes (e.g., Braille, oral presentation, sign language) showed the most variability in ratings.

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