Interactive Learning Check Quiz
Engage in an interactive quiz to test your knowledge on access skills, standards under the Americans with Disabilities Act (ADA), and how accommodations impact score interpretations. Select answers and receive feedback to enhance understanding in a fun and educational way. Improve your understanding of key concepts through this engaging quiz session.
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Presentation Transcript
Section 2: Learning Check Please put into Slide Show Mode to begin interactive Quiz (Slide Show From Beginning) Instructions Click on responses to select answer. Once selected, you can click on the same box to show original text. Use navigation arrows to advance to next question Question 1 Question 1
Knowledge Check 1 What is an access skill on a test? This is incorrect. Access skills are necessary for high test scores, but they are not sufficient; target skills are needed as well. Please, try again. This is incorrect! This is the definition of a target skill, not an access skill. Please, try again. A skill that the test is designed to measure variability in. A skill that is sufficient to yield a high score on the test. This is incorrect. This is not the definition of an This is correct! This is the definition of an access skill. A skill needed to participate fully in the test, but which the test is not designed to measure. A skill that involves comprehension of written text. access skill. On some tests, this would be an example of an access skill but on other tests this is a target skill. Please, try again. Instructions Next Question Instructions Next Question
Knowledge Check Under the Americans with Disabilities Act (ADA), what is the comparison standard when determining if someone is substantially limited ? 2 This is incorrect. This is a common error in interpreting ADA; an individual does not change disability status from one setting to another, This is correct. This is the official standard in the The peers in the individual s educational or occupational setting and so using a particular setting to define disability is inappropriate. Please, try again. The general population as a whole ADA law. This is incorrect. This is a common error in interpreting ADA; all individuals show variability in functioning from one area to another, but this This is incorrect. This is a common error in interpreting ADA; all individuals show variability in functioning from one area The individual s highest skills in another area of functioning does not make all individuals disabled in their lowest (for them) area. Please, try again. The individual s potential (e.g., IQ) to another, and high-IQ individuals will typically perform below their IQ in some areas, but this does not make the individuals disabled. Please, try again. Previous Question Next Question Previous Question Next Question
Knowledge Check Accommodations necessarily break some aspects of test standardization. What kinds of score interpretations is this a potential problem for? 3 This is incorrect. Criterion-referenced score interpretations have the potential to be problematically affected by inappropriate This is incorrect. Norm-referenced score interpretations have the potential to be problematically affected by inappropriate Only criterion-referenced score interpretations accommodations, but norm-referenced score interpretations have the same potential. Please, try again. Only norm-referenced score interpretations accommodations, but criterion-referenced score interpretations have the same potential. Please, try again. This is incorrect. Variability in test administration conditions can change the rank ordering of examinees (which is an issue for norm-referenced This is correct. Variability in test administration conditions can change the rank ordering of examinees (which is an issue for norm-referenced Neither norm-referenced nor criterion-referenced score interpretations score interpretations) and can also change the meaning of a score that reaches a threshold (a criterion). Please, try again. Both norm-referenced and criterion-referenced score interpretations score interpretations) and can also change the meaning of a score that reaches a particular threshold (the criterion). Previous Question Next Previous Question Next
Knowledge Check Empirical research has suggested that examinees from more affluent backgrounds are more likely to receive accommodations, at least in United States high school and college settings. What is NOT a good way to prevent inequitable distribution of accommodations? 4 This is correct! Doing this will privilege examinees (and their families) that know about the availability of accommodations and have access to health This is incorrect. This is a good way to promote equity in accommodations distribution. Please, Provide accommodations to anyone who requests them and provides a supportive letter from a health professional professionals who will advocate for them. Rigorously review accommodation requests and use clear standards to evaluate them try again. Emphasize universal design features to remove incentives for inappropriate seeking of accommodations This is incorrect. This is a good way to promote equity in accommodations distribution. Please, try again. Make information public about the availability of accommodations to qualified examinees in accommodations distribution. Please, try again. This is incorrect. This is a good way to promote equity Previous Question Next Previous Question Next
You have reached the end of this learning check Please click anywhere to exit! Lovett, B. J. (2023). Testing accommodations for students with disabilities [Digital ITEMS Module 31]. Educational Measurement: Issues and Practice, 42(1), 112-113. Previous Question Previous Question
