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Modified test administration using assistive technology: preliminary psychometric findings.
Seth Warschausky1, Marie Van Tubbergen, Shana Asbell
1University of Michigan, Ann Arbor, MI 48108-5744, USA. sethaw@umich.edu
Assessment
|April 7, 2011
Summary
Assistive technology (AT) can make standardized testing more accessible for children with cerebral palsy. Modified test formats showed stable psychometric properties, supporting their use in assessments.
Area of Science:
- Psychometrics
- Assistive Technology
- Pediatric Neurodevelopmental Assessment
Background:
- Standardized testing presents challenges for children with disabilities.
- Accessibility modifications are needed to ensure valid assessments.
- Assistive technology (AT) offers potential solutions for test accessibility.
Purpose of the Study:
- To evaluate the psychometric properties of modified test formats for assistive technology (AT) use.
- To examine measurement stability between standard and AT-accessible test versions.
- To investigate differences in test scores related to AT use in children with cerebral palsy.
Main Methods:
- Examined psychometric properties in children without impairments (n=60, ages 6-12).
- Compared AT-modified and standard test versions in children with cerebral palsy (n=24) and matched controls.
- Analyzed the effect of AT access type on modified test scores.
Main Results:
- AT access type did not significantly impact modified test scores.
- Sufficient measurement stability was found between standard and modified quadrant forced-choice tests.
- No significant population-specific differences were noted in the context of AT use.
Conclusions:
- Modified test formats are psychometrically sound for AT users.
- AT and accessible procedures can support the assessment of children with cerebral palsy.
- Findings support the broader application of AT in pediatric testing.
