Testing Accommodations
Standardized Testing
Deaf students are at an unfair disadvantage when standardized tests, such as TABE or CASAS are used. CSD evaluated the effectiveness of the CASAS ELL test entitled Reading Skills Test for Pre-Literate Students (RSTPS). The RSTPS is not effective for deaf students because it relies upon audio cues for responses to questions. There is no way to translate a sound into a sign that will result in equitable scoring of the tests for deaf students.
The Deaf ABE Program in Minnesota uses various standardized tests and other tests to evaluate student progress. CSD uses the CASAS most often. Other testing includes the Star Reading and Math Tests that complement the Accelerated Reading and Math Curricula. Students like the online Star Reading and Star Math quizzes and tests because they can see their mistakes and their improvements immediately. These tests also provide a “reading grade equivalent” that is easy to comprehend.
On a national level, deaf and hard of hearing (d/hh) students requesting testing accommodations has raised many questions and has caused some confusion among service providers around the country. Some service providers feel that d/hh students should not be given any form of testing accommodation at all, while others advocate for them.
The Americans with Disabilities Act (ADA) of 1990 and Section 504 of the Rehabilitation Act of 1973 require tests be administered in a manner that does not discriminate against a person based on disability, but provides little direction beyond that for service providers, leaving another one of those "gray areas" to deal with. According to the ADA, an individual must have a qualifying disability that limits a major life activity in order to receive accommodations. This brings into focus the question as to whether having a hearing loss qualifies a person to receive testing accommodations. Some higher education service providers say that a hearing loss does and others say a hearing loss alone does not. Members of the deaf community often disagree on this point, which causes additional confusion and becomes a cultural issue.
Opponents to providing testing accommodations for d/hh students argue that students who meet the entrance requirements of the institution should also be qualified to meet academic requirements. This is a good point that should be taken into consideration when addressing requests for accommodations by students pursuing advanced degrees. Proponents of testing accommodations argue that some d/hh students may have difficulty with English as a result of their hearing loss, meeting the definition of a disability, and should be given testing accommodations.
Some service providers fear that testing accommodations provide an unfair advantage for d/hh students. Unfortunately, there is a void of data and a need for research on the whole issue of providing testing accommodations for d/hh students in post secondary education. Research indicates that "extended time" is an effective technique for students who have processing speed difficulties when reading. When comparing students with speed processing difficulties to those without, nearly every student who was given extended time to complete the standardized test, was able to raise his/her score to a statistically significant higher level. Interestingly, even though the students were given unlimited time, none of them used more than 50 percent of the original time allotted for the test.
It is important to approach each request on an individual basis and accept the fact that determining who should be given testing accommodations is not an exact science. There are several factors to consider when determining whether testing accommodations should be provided or not. Since the ADA does not require such accommodations be provided carte blanche, the service provider needs to determine the individual need of the student. Did the student benefit from the service in the past? Does the student have a documented secondary disability or learning disability? What is the reading level? What is the processing rate when reading? What is the primary communication style? These are factors that can help the service provider determine if the accommodation is reasonable.
Examples of Testing Accommodations:
Extended Time
Allowing the student extended time to complete a test. In most cases, 50 percent additional time has been found to be adequate for most students.
Test Editing
Tests made up of multiple choice and long essay questions may be confusing for some d/hh students. Modifying questions enhances the student's ability to understand the content. Providing this accommodation should be approached cautiously with an instructor, who may feel the questions are perfectly clear. The instructor may not understand how a multiple-choice question with four answers could be confusing to a d/hh person.
Signed Test Questions and Signed Response
Permitting a sign language interpreter to interpret tests is another testing accommodation that can be provided in collaboration between the instructor and the service provider. The interpreter is available to sign the questions to the student and the student is permitted to respond via sign language. This is different than having an interpreter available so that the student can ask clarifying questions (just like everyone else). The instructor needs to determine if the test is designed to measure content knowledge, English skill, or both.
Assuming the test is primarily designed to measure content knowledge, the instructor could identify the terms on the test that the interpreter should only fingerspell. This helps to eliminate the fear that the interpreter is providing additional information to the d/hh student, giving the student an unfair advantage on the test. This accommodation allows the student to respond to written questions in sign language through a sign language interpreter. This could be useful for a student who has a slower processing rate and inferior reading and writing skills.
Utilization and Adequacy of Sign Language Interpreters
The dynamics of teaching through an interpreter can be difficult. The student who depends on an interpreter relates very little, if at all, to the teacher. Moreover, the student must keep eyes glued on the interpreter for long stretches. For example, maps are unfurled, slides are projected, tables of numbers are displayed, and all the while the teacher talks, the interpreter interprets, and the deaf student does not look away from the interpreter. To be effective, all the dimensions of [bilingual] education must be integrated into all aspects of the daily environment and curriculum.
There are circumstances where interpreters are appropriate and in these cases, the following knowledge and processes are vital:
- Interpreters should be trained and certified professionals with extensive knowledge of cross-cultural communication and interpretation processes; interpreters are to be appropriately credentialed for the nature of assignment.
- An interpreter follows professional code of ethics of which includes an impartial role of communication facilitator, relaying equivalent messages between deaf and hearing people; interpreters are not for deaf people, but both parties.
- Interpreters work for both deaf and hearing participants.
- Familiarizing yourself about the dynamics of working with interpreters enhances the quality of interpretation work. Interpretation work is more effective when interpreters have the content knowledge and expertise to analyze the spoken information, and render a message equivalent interpretation in sign language, simultaneously carrying on conversations between providers and deaf consumers.