personnel, keeping in mind the construct (skill) being assessed and the cognitive level of the students taking the test. If pictures cannot be described without compromising the test item, it is preferable to present manipulatives (objects) to students in lieu of pictures. If this is allowed by the state, such objects should be real objects (i.e. actual familiar classroom objects and shapes such as pencils; paper; books; notebooks; toys; food; geometric shapes; and counters) and not replicas. Replicas or miniatures of animals or of other large objects are not appropriate for use because they cannot be distinguished by the student. These should be used with caution and only if the student is familiar with the models or miniatures. Real money should be used rather than a tactile representation. Tactile representation of simple graphs (charts) is appropriate. If the test administrator is allowed to read the or graph, a script for reading it is preferred and should be included in the test administration manual. Tactile representation of shapes (circles, squares, rectangles, etc.) is appropriate and should be used in place of letters, animals, and people to present counting or other mathematics items. If the skill being assessed is not reading, then test administrators should be allowed to read aloud all words and passages used in the test items. Care must be taken not to give vocal clues by emphasizing certain words. If the construct being assessed is decoding of words (i.e. reading) and simple words and/or passages are provided, then these words and passages must be provided in braille. It is important for state assessment personnel to determine if contracted or uncontracted braille, or both will be provided. This can best be done by surveying a sample of teachers who work with this population to determine which format is preferred or by requesting school districts to specify the number of alternate assessments that are needed in contracted braille and the number needed in uncontracted braille. Making this decision part of the ordering process ensures that the appropriate braille test format is provided for each individual student. Large print is defined by research as optimal at 18 points. A sans serif font should be used for best readability. It is important that any pictures or graphics provided in print or large print are clear, uncluttered, black line drawings with no grey scale.
APPENDIX C TEMPLATE FOR TEST ADMINISTRATION NOTES FOR LARGE PRINT TESTS Name of Test: Edition of Test: Section: General Test Direction Notes: Print Page number(s) Large Print Page Number(s) Accompanying Test Administration Manual Page Number(s) Item Number(s) NOTES
educators should include that information on the student's IEP, ensure use of the accommodation, and monitor its use. Position Statement To implement extended time or adequate time for students with visual impairments, four steps should be followed: Assess the need for extended time and frequent breaks. Include specific information about extended time and the need for breaks on the student's Individualized Education Program (IEP). Ensure that extended time and frequent break accommodations are implemented as specified during testing. Monitor the student's use of extended time to assure that the student uses extended time/break time appropriately and that the student is on task. References Bradley-Johnson, S. (1994). Psychoeducational assessment of visually impaired and blind students: Infancy through high school. (2nd e d.). Austin: Pro-Ed. Gompel, M., van Bon, W. H. J., & Schreuder, R. (2004). Reading by children with low vision. Journal of Visual Impairment & Blindness, 98(2), Harley, R. K. & Lawrence, G. A. (1984). Visual impairment in the schools. (2nd ed.). Springfield, IL: Charles C. Thomas. Kederis, C. J., Nolan, C. Y., & Morris, J. E. (1967). The use of controlled exposure devices to increase braille reading rates. Unpublished manuscript, The American Printing House for the Blind. G.E., Rubin, G.S., Pelli, D.G., & Schleske, M.M. (1985). Psychophysics of reading. II. Low vision. Vision Research, 25, 253-266. Legge G. E., Ross, J. A., Maxwell, K. T., & Luebker, A. (1989). Psychophysics of reading. VII. Comprehension in normal and low vision. Clinical Vision Sciences, 4(1), 51-60. Marquart, A. M. (2000, June). The use of extended time as an accommodation on a standardized mathematics test: An investigation of effects on scores and perceived consequences for students of various levels. Paper presented at the Annual Meeting of the Council of Chief State School Officers for the Large Group Session,