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Running head: COMPUTER-BASED ASSESSMENT

Computer-Based Assessment:
Considerations for Students with Special Needs

Shelina Hassanali
University of Calgary
EDPY 652













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COMPUTER-BASED ASSESSMENT

Computer-Based Assessment: Considerations for Students with Special Needs

Recent advances in technology have arguably changed the way we communicate, the way
in which we work, and undoubtedly, the way we learn. With the rise in popularity of
technological devices such as laptops, tablets and smart phones, information is now at our
fingertips. The education system is following this trend, as evidenced by increased use of
technology both with the types of educational input students receive, as well as the output which
they are expected to produce. It makes sense then, that if technology is being used to teach
students, technology is also increasingly being used to assess them. This short paper will provide
an overview of the benefits and draw-backs of computer-based classroom assessment and will
also discuss some important considerations when using computer-based assessment for students
with special needs.
What is Computer-based Assessment?
Prior to discussing the use of technology in assessment, it is important to define what
exactly is included in computer-based assessment. According to Wiles (2002), While this
phrase certainly includes computer-aided assessment, it can also include assessment that is
facilitated electronically, such as assignments delivered by email, marked contributions to online
discussions, or the use of videoconferencing and virtually-created situations (p.61). Other
examples of technological assessment of student ability and learning in Calgary schools include
student blogs, the use of SMART technology to create presentations, and digital portfolios
(personal communication, 2012). Salend (2009) also suggests other computer-based student
assessments including having students create websites, digital movies and podcasts. For the
purposes of this short paper, we will focus mostly on computer-aided assessment- that is,
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assessment which requires the student to answer questions via computer rather than with the
traditional pencil/paper approach.
Benefits of Computer-based Assessment
Just as there are many benefits to the use of technology as a learning tool in the
classroom, research has cited benefits of using technology to assess student ability and/or
learning. According to Thompson et al (2002), computer-based assessment is more efficient for
the wide range of students that are now expected to participate in state-wide testing and it makes
testing less expensive in the long-run. Ketterlin-Geller (2005) suggests that Computer-based
technology presents an efficient tool for customizing assessments to meet individual needs
within a universally designed environment (pg.5). This is an important consideration due to the
recent shifts toward inclusive education in both Canada and the United States, as meeting
individual assessment needs in the general classroom environment will become more important.
Another benefit is that many computer-based assessments could, if designed correctly, provide
student self-selection of built-in tools which can accommodate various needs, including audio
and bilingual instructions which are often not easily available otherwise (Thompson et al, 2002).
It could also be argued that just as teachers are encouraged to use multiple modes of input while
teaching (such as text, music, pictures and video), the use of these on computer-based
assessments could also be beneficial by engaging students in different ways. Finally, it has been
suggested that results of computer-based assessments are more immediate and time efficient
rather than having to wait for hand-scored tests (Thompson et al, 2002).
Potential Draw-backs of Computer-based Assessment
Although there are many benefits to this type of assessment for the average student, there
also appear to be some disadvantages which need to be considered, primarily for students with
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special needs. For example, even if assessments are created which allow the use of text to speech
software, these students are still at a disadvantage because they require more time to acquire the
data than a student who can visually read the information and also because remembering a large
amount of spoken information can require a lot of mental effort (Wiles, 2002). The use of
technology in assessment can also add a whole new required skill-set which the student may or
may not already possess/feel comfortable with. For example, the student may have conditions
which hinder their ability to type, use multiple screens, or utilize the mouse efficiently. Adding
these additional demands on students who struggle with these tasks puts them at an unfair
disadvantage. Ketterlin-Geller (2005) states that,
The fairness of a test is jeopardized when the test takers are not provided comparable
opportunities to demonstrate their abilities in the tested construct. Although external
accommodations are designed to reduce these sources of test bias, the delivery and assignment of
these test changes may introduce additional sources of construct-irrelevant variance that further
influence the validity of the interpretations and uses of test results (pg.18).
This could mean that while a computer-based assessment is administered to test mathematics
ability, the variance created by the introduction of technology may skew the results such that the
assessment is no longer a valid measure of the construct which was initially being assessed.
Emotional aspects also need to be considered when administering such assessments; a student
who lacks the skill and/or ability to successfully use the technology may have heightened anxiety
and other emotional disturbance which could lead to misleading assessment results.
How Can Computer-based Assessments be Improved for Students with Special Needs?
There are many important ways in which these assessments can be improved in hopes to
somewhat level the playing field for students with special needs. Some suggestions include the
use of simple language, audio presentation of instructions, video sign language, avoidance of
objects that blink or flicker too much, and the use of speech to text for student responses
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(Thompson et al, 2002). Wiles (2002) suggests that there should be high-quality recorded
descriptions for any graphics and videos that are used on the tests. In one study, the author
brought together a team of researchers, psychometricians, and computer programmers to create
an effective computer-based assessment tool which was reported as highly effective in creating a
user-friendly, fair tool for all students (Ketterlin-Geller, 2005). Other important considerations
include allowing students to adjust visual elements such as colour, contrast, font size, and layout,
as well as including multimedia supplements to text information (Ketterlin-Geller, 2008). It can
also be suggested that adequate time and effort be placed into preparing all students, but
especially special needs students for the assessment. This preparation could include exposing
them to the technology, providing opportunities to practice, and speaking with them about their
feelings related to the use of the computer for academic assessment.
Factors to Consider Before Using This Type of Assessment
Even with all of its benefits, and all of the ways in which it can be improved for students
with special needs, computer-based assessment will not be appropriate for all students or in all
settings. It is important to consider many factors prior to creating or administering such
assessments, and prior to making any instructional changes or determining placements for
students based on these assessment results. Salend (2009) suggests five questions which should
be asked during this process:
1. Will the assessment technique and technology allow me and my students to measure
meaningful skills and instructional outcomes in a direct and complete way?
2. Will the assessment technique and technology be appropriate for the ages and
developmental, academic, cognitive, language, social, behavioral, and technological skill
levels of my students?
3. Will the assessment technique and technology allow me to accommodate my students'
individual differences (e.g., disability, cultural and linguistic background, and
socioeconomic status)?
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4. Will the assessment technique and technology help me plan, deliver, evaluate, and revise
my instructional program to enhance student learning?
5. Will the assessment technique and technology facilitate the sharing of relevant
information with other professionals and students' families? (pg. 50)
If the answer to any of the above questions is no, it would seem that the use of computer-based
assessment be re-evaluated prior to administration.
Conclusion
As educators continue to integrate the use of technology more and more into classroom
lessons, it seems to make sense that assessment practices will also shift to include technology as
a means for students to display their learning and skills. While there are many benefits to the use
of computer-based assessments, there are also potential detrimental consequences to such
assessment, especially for students who have special needs. It is possible, however, to create
sound computer-based assessments by carefully considering student needs and by utilizing a
team approach when creating these assessments. Educators will need to consider important
factors such as appropriateness among various skill groups, validity, accommodations, impact on
instructional programming, and ability to glean and share accurate information from these tests.
As stated by Wiles (2002), We must not fall into the trap of allowing innovation in technology
to outstrip its usefulness as a tool that enables accessibility and assessment. Innovation is not
necessarily an advancement if it is not accessible (pg. 64).





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References
Ketterlin-Geller, L. R. (2005). Knowing what all students know: Procedures for developing
universal design for assessment. Journal of Technology, Learning, and Assessment, 4(2), 1-23.
Ketterlin-Geller, L.R. (2008). Testing students with special needs: A model for understanding the
interaction between assessment and student characteristics in a universally designed
environment. Educational Measurement: Issues and Practice, 27, 316.
Salend, S.J. (2009). Technology based classroom assessments: alternatives to testing. Teaching
Exceptional Children, 41(6), 48-58.
Thompson, S.J., Thurlow, M.L., Quenemoen, R.F., and Lehr, C.A. (2002). Access to computer-
based testing for students with disabilities (Synthesis Report 45). Minneapolis, MN: University
of Minnesota, National Center on Educational Outcomes.
Wiles, K. (2002) Accessibility and computer-based assessment: a whole new set of issues? in: L.
Phipps, A. Sutherland & J. Seale (Eds) Access all areas: disability, technology and learning
(Oxford and York, ALT/TechDis), 6166.