Considerations When Including Students with Disabilities in Test Security Policies (NCEO Policy Direction)

Abstract

A report concluding that assessments better measure what students know and can do when states and consortia thoughtfully consider how to balance test security and accessibility. Many states are concerned that their test security policies may not adequately address accommodated tests, alternate assessments, and other related issues. For example, a survey conducted by the U.S. Government Accountability Office (2013) found that 45 states believed that their state test was vulnerable to cheating when testing students in need of accommodations. Test security policies and procedures need to address test administration procedures, accommodations, and other issues related to students with disabilities to help ensure the integrity and validity of a test. A fundamental consideration when evaluating the validity of an assessment is the "fairness" of the test.The Center is supported through a Cooperative Agreement (#H326G110002) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. The contents of this Policy Directions do not necessarily represent the policy or opinions of the U.S. Department of Education or Offices within it. Readers should not assume endorsement by the federal government