Fairness in Testing: Accessibility in a New Educational Context

Abstract

The 2014 Standards for Educational and Psychological Testing (American Educational Research Association, American Psychological Association, & National Council on Measurement in Education) dramatically increased the role of fairness in ensuring technically adequate assessments. Yet it did so at a time when the field was making leaps forward in its thinking about accessible assessments. This chapter explores shifts in policy and thinking about accessible assessments in the K–12 education system. It discusses the meaning of accessibility for all students rather than just those who need accommodations and modifications. It also identifies test-taking populations not explicitly addressed in the Standards, as well as the impact of expectations and opportunity to learn in research about accessible assessments. The chapter concludes with lessons learned over time about what an inclusive assessment is for students with disabilities.

Keywords: accessibility; accommodations; disabilities; English learners