Please enable JavaScript.
Coggle requires JavaScript to display documents.
Taylor and Chin explain that there is limited research on assessing…
- Taylor and Chin explain that there is limited research on assessing students with disabilities. They suggest holding more studies to improve fairness and preparing them to adapting the tests and should grade students' language abilities.
- the authors explain that schools and testing organizations should provide fair assessment opportunities for students with disabilities
-
-
-
-
History: Initially, accommodations for students with disabilities were ad hoc and unsystematic. Since 1947, language testing has gradually moved toward systematic accommodations due to growing awareness of human rights, fairness, and educational inclusion.
2.1. Ethical Issues: Ethics in language assessment focuses on fairness, validity, and reliability because test results affect educational and employment opportunities. Since the 1990s, professional attention to test bias, equity, and ethical responsibility has increased.
2.2. Professionalization: Language testing developed professional associations, ethical codes, and quality standards to promote fair and responsible assessment. A code of ethics establishes fundamental principles, while a code of practice explains how to apply them.
-
-
-
-
-
- Washback & Impact: Rising ethical awareness drew attention to the broader consequences of testing (both intended and unintended). Researchers began examining tests as instruments of social control, prompting professional codes designed to maximize positive impacts on classrooms and society.
- Recognition of Stakeholders: The focus shifted from the technical measurement qualities of the test instrument to the “test taker”. Frameworks like Weir’s socio-cognitive model placed test-taker characteristics—including disabilities—at the center of validity and fairness arguments.
- Centrality of the Learner: Increased educational access and assistive technology brought diverse learners with physical, cognitive, and temporary disabilities into “mainstream classrooms”,creating the demand for formal, systematic test accommodations.
Braille the best accommodation for visual impairments. It is the system of reading and writing using raised dots
-
-
LEARNING DIFFICULTIES- dyslexia, dysorthographia, ADHD, other cognitive processing difficulties
-
-
-
-
-
-
-
-
-
-
Accommodation- change the test conditions that helps students with disability access the test fairly
-