Assessment Accommodations and Testing Modifications

Policies surrounding standardized academic assessment have moved toward increased inclusion of all students, including students who are deaf. Providing equal access to test content, particularly in “high-stakes” assessments where scores are used for student promotion, teacher pay, or school ratings, warrants particular attention and consideration. The field assumes a written version of a test as the “starting point” for assessment, one developed for the majority population. Assessment accommodations and test modifications are two strategies that may result in improved access to test content for students from diverse linguistic, cultural, and educational backgrounds. There are implications for using these strategies when thinking about high-stakes assessments and students who are deaf.