C.+Assessment+Software+Overview



Logo and Banner accessed from Nimble Tools Assessment Overview website

**NimbleTools** ® provides all students access to computer-based test items. This software platform was developed as part of a US Department of Education grant project investigating the feasibility, effect, and capacity to design and deliver state achievement tests using a computer-based test delivery system designed on UDL principles.

For students with special needs, NimbleTools provides high-quality accommodations built in and used in a seamless manner. The tools are available to all students and are able to be selected and adjusted to form a customized interface for the student that does not alter the construct being measured. ALL interactive elements are controllable via tab/enter commands, so user preferred input devices will work with NimbleTools. Features:
 * Created with the principles of Universal Design
 * Read aloud of text with choice of human or digital reader (the student has the choice)
 * Accessibility by IntelliKeys™ keyboard with custom keyboard overlays
 * Tab/Enter navigation of the interface (allowing keyboard or switch access)
 * Presentation of signed text in American Sign Language or Signed English
 * Magnification of text and images for students with moderate visual impairments
 * Magnification of text and images for students with low vision
 * Masking of test items
 * Masking of answers
 * Auditory Calming
 * Reverse contrast with selection of contrast color
 * Color overlays with selection of overlay color
 * Reading assistant with option of color overlay and/or magnification
 * Read back of open-ended responses
 * Alternate language text and read aloud (e.g., Spanish)
 * Talking Calculator
 * Talking formula sheets
 * Extended Time

This is one of the most comprehensively designed computer-based test delivery systems that integrates multiple access and accommodations into the platform! I was truly impressed with all of the available features and ability of the system to work directly with other input-devices a student might already be using.

=DISCOVERY EDUCATION-THINKLINK=

As part of a 3 state collaborative grant project with the US Department of Education, Discovery Education developed an online computer based assessment (Alternative Assessment based on Modified Achievement Standards AA-MAS) for high school science. As part of this process, the assessment utilized both UDL principles as well as Cognitive Load theory to make adjustment to the assessment that would increase access to grade level content.

The main accommodation that was incorporated into the assessment was a Read-Aloud Support feature. Questions were read aloud to the students and students could choose to have items re-read to them. Additional features included reducing distractor answer choice items, increasing font size of text and increasing white space on the screen, and adding images/ pictures that would assist the students.

One of my main issues with this project is that the design of the computer based delivery system does not fully comply with ADA guidelines for website design. The images do not provide adequate alt/text to guide students with vision disabilities, does not work particularly efficiently with external screen readers which is an issue since the read aloud feature does not incorporate any description of images on screen and answer navigation. Also, the platform does not allow for use of tab, enter keys or other switches for answer choices. The selection of answer choices is dependent on mouse clicking which is an issue for some students.

The target population of this assessment is students with disabilities that receive grade level instruction in Biology, but have had difficulty with previous statewide assessments. Although it is a step in the right direction, there are many gaps in accessibility due to the limited types of built-in access features.

The slideshow below presents an overview of the project and some of the enhancements made to the original assessment.

media type="custom" key="5788801"

The inability to access online tests can negatively impact an individual's ability to gain education, employment, and career advancement. Currently, an individual with disabilities can only access online testing by requesting an "accommodation." The three accommodations most often available to "eligible" individuals with disabilities are to have (1) an individual "read" the test to them, (2) an individual "write" the responses for them, or (3) extra time. For some with disabilities these accommodations are viewed as demeaning, especially in light of their independence with the use of technology (e.g., screen readers, refreshable Braille displays). It is also important to note that while some testing environments offer these types of accommodations for users with disabilities, others do not. Testing companies limit accommodation possibilities to guarantee the reliability, validity, and standardization of their tests. When asked why current test environments did not maximize the possibility of natively accessible practices in their design, the responses of a sample of staff from testing companies centered on issues of test standardization. Many of the respondents did not demonstrate basic knowledge of accessibility principles. Fewer accommodations would be necessary if tests were natively accessible. This would increase confidence of standardization principles, and more individuals with disabilities could avail themselves of direct testing opportunities without accommodation.

=Pearson Educational Measurement=

Pearson is one of the largest testing and measurement companies in the United States. An illustration of just how slow we have been to incorporate Universal Design and the development of features in testing that would promote access is the fact that Pearson Measurement has only just recently began working on addressing accessibiltiy in computer based testing. They have posted a framework for design of computer based testing that would incorporate recommendations of UDL from CAST, but they do very little to show WHAT and HOW they are incorporating features into their computer based assessment systems.

Peason's UDL Guidelines for Assessment