Investigating Assistive Technology Issues in Reading Assessment

Exploring assistive technology issues in reading assessment l.jpg
1 / 35
0
0
1030 days ago, 311 views
PowerPoint PPT Presentation

Presentation Transcript

Slide 1

Investigating Assistive Technology Issues in Reading Assessment ATIA 2010 Orlando: Jason Altman, NCEO

Slide 2

Statement of Problem Little proof that innovation enhances legitimacy of tests for understudies w/VI One reason is that understudies' experience and presentation to AT fluctuates TARA looks to build up a trial of understudy capability with AT For use before utilizing AT on huge scale perusing appraisals

Slide 3

Preliminary Studies: The State of AT Use with VI Students Study #1: TVI overview (displayed at ATIA '09) Study #2: TVI follow-up meeting Study #3: Student Observational Interview

Slide 4

Revisiting Teacher Survey AT utilize is a substantial piece of guideline for understudies with VI TVIs take a "mixed" way to deal with showing perusing (e.g., utilizing an assortment of modalities) Standardization of evaluations might be a test since understudies utilize distinctive innovation for various purposes

Slide 5

More on Teacher Survey Reading and innovation are entwined exercises for understudies with VI The bigger the caseload, the more improbable understudies will have individualized AT encounters Teachers who concentrate on foundational perusing abilities have a tendency to give less innovation chances to understudies.

Slide 6

Overview: Results of Teacher Interview Study (#2) 1 st examine demonstrated "housing " or "adjustments" are basic for understudies w/VI Both high-and low-tech ways to deal with showing perusing are utilized by TVIs Most likely for various purposes and at various times Such adaptable ways to deal with perusing and situational utilization of advances make challenges for institutionalization of appraisals

Slide 7

Method Interviewed 27 TVIs At slightest two TVIs were met in the accompanying classes: TVIs who work in Schools for the Blind TVIs who are vagrant educators TVIs who show understudies with low-vision TVIs who show understudies who are totally visually impaired TVIs who don't show braille TVIs who show braille

Slide 8

Instrument and Procedures All meetings were directed by phone In many cases, there were two (and up to four) analysts introduce amid phone interviews Research members were solicited to answer an arrangement from organized inquiries questions Interviews by and large kept going 30 minutes, albeit a few meetings endured the length of 60 minutes

Slide 9

Results All 27 TVIs showed that they would utilize an innovation based evaluation on the off chance that one were promptly accessible All TVIs who showed understudies with low-vision utilized in any event some type of amplification hardware TVIs who showed understudies who utilize braille perusers additionally reported utilizing an assortment of advances, for example, sound gadgets and braille note takers

Slide 10

Specific Products Alpha Smart Bookport Braille and Speak DAISY Readers Extreme Reader Freedom Box IPod JAWS Kurzweil MAGIC OpenBook OutSpoken PacMate Zoomtext

Slide 11

Technology and perusing Some TVIs utilized innovation smoothly as a part of guideline Those who had boundless learning of the apparatuses accessible (and had entry to such devices) coordinate instructional errands with innovation devices. 5 TVIs invested the vast majority of their energy showing understudies how to utilize CCTVs and were reluctant to take part in showing understudies utilizing PC based apparatuses (particularly those that additional voicing to documents) In all cases, nonetheless, TVIs utilized some type of innovation to help instructing

Slide 12

Formal AT appraisal conventions About 1 of 4 educators were utilizing formal evaluation conventions/devices to survey understudies' assistive innovation use Among those most oftentimes utilized are the SETT Protocol and the Texas School for the Blind Assistive Technology Assessment Summary for Students with Visual Impairments One instructor who utilized the Texas appraisal likewise specified utilizing the Georgia Project for Assistive Technology's ( n.d .) Assistive Technology Evaluation and the Wisconsin Assistive Technology Initiatives (2004) WATI Assistive Technology Checklist

Slide 13

Assessment: Proficient Reader Who Uses AT Teachers perceived that "exceptional capability" in innovation helped perusing implied the capacity to move smoothly between advancements so as to streamline the capability of different advances A capable client of innovation helped perusing would be a peruser who read and comprehended review level material Most TVIs were worried that their understudies be evaluated on review level, yet with a reasonable chance to exhibit review level aptitudes TVIs were worried about the legitimacy of tests

Slide 14

Discussion There is a yearning for a formal appraisal or assessment of understudy abilities Should separate between different levels of capability There are a little number of appraisals/structures being used

Slide 15

Activity TVIs in this room: Had you been members would have discoveries changed

Slide 16

Student Observational Interview: Study #3

Slide 17

Method: Sample Students with visual hindrances in evaluations 6-10 In all out, we talked with 18 understudies for this study from 5 states over the US We inspected understudies from both general training educational systems (n=9) and state schools (n=5) for the visually impaired Four extra understudies were taught at state schools through general instruction classes in a close-by government funded school

Slide 18

Method: Instrument and Procedures Students partook in "observational meetings" encouraged by three analysts on the venture Observational meetings were a half breed between verbal meetings, where respondents portray wonder (Bogdan & Biklen, 1998) and psychological meetings, where interviewees take part in an action and depict their considerations and activities (Ericsson & Simon, 1993)

Slide 19

Procedures (cont.) During these meetings, understudies were requested that entire perusing assignments utilizing AT Afterward, understudies were asked how they use AT in the perusing procedure, including how to download records, recover data from printed material, and to clarify inclinations Each meeting kept going somewhere around 30 and a hour

Slide 20

Results of Student Study Demands of a thorough secondary school educational modules now and again left understudies without enough time to investigate and get to be capable in new and potentially more productive innovation techniques For understudies with visual debilitations perusing huge print or Braille, the time it takes to finish an errand is frequently far more noteworthy than that for their companions with full working vision

Slide 21

Results 11 of the 18 understudies could read expansive print – 3 of them normal print too, and numerous were book recording clients. The rest of the 7 understudies all read braille – and 3 of the vast print perusers additionally read braille. 13 understudies utilized book recordings to get to print regardless of what their essential technique for print perusing was

Slide 22

Results 8 understudies utilized innovation for perusing Braille – 5 utilized Braille Note For amplification, understudies utilized an assortment of advances, from basic handheld magnifiers to PC based items Zoomtext (frequently likewise with discourse), CCTV Technology use for 7 relied on upon the perusing circumstance

Slide 23

Results Technologies are here and there questionable (e.g., not all configurations work for web based content), set aside opportunity to learn, and don't generally go with the understudy past the school dividers (e.g., numerous understudies can't convey AT gadgets home to help with homework)

Slide 24

Student attributes and freedom Students fluctuated from totally depending on assistance from located instructors, para-experts, and companions to being emphatically autonomous Most understudies depicted their reliance on others as situational One understudy specified that he is not reluctant to ask his companions or family to peruse things for him Another understudy, said that help is not required

Slide 25

Technology Choices Depended on accessibility of innovation in understudy area For instance, understudies at a state school ordinarily would have more access to innovation than an understudy in a country government funded school that did not serve a substantial populace of understudies with visual weaknesses Access at home may contrast from access at school One understudy, who was on the scholastic respect move at school, regularly remained after school and came in before school each morning to complete homework

Slide 26

Choice of particular innovation The understudy's TVI or para - proficient for the most part was extremely required in the choice Some understudies went to innovation gatherings It is vital to note that someone else (educator, parent, or para - proficient) expected to take in the innovation alongside the understudy TVIs must be mindful so as not to over-expand themselves with different new advances

Slide 27

Role of expected change in circumstance Decisions were affected by the way of the visual hindrances Changes in understudy vision and conjectures for future change regularly required an adjustment in items For instance, one understudy utilized a CCTV up until 6 th grade yet quit utilizing it on the grounds that there was an abatement in his field of vision and it was no more drawn out down to earth

Slide 28

Difficulty with AT The measure of time that must be committed to preparing and practice in utilizing the gear once in a while exceeded the potential advantage of the innovation. Another complexity was reliable access to innovation Students were now and then compelled to impart innovation to a few different understudies, including CCTVs

Slide 29

Other Hangups There was likewise trouble in transporting, setting up, and stowing hardware Upon taking in a specific innovation stage, understudies were reluctant to move to different stages Equipment breakdown, or general hang-ups and glitches additionally were once in a while troublesome for understudies, educators, and paraprofessionals alike. One understudy expressed that the Web destinations that contained numerous illustrations can be most risky

Slide 30

Testing and Large-Scale Assessment Multiple understudies reported utilizing extended content to get to the things and after that having the paraprofessional fill in the air pocket answer sheet At minimum one understudy was capable

SPONSORS