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Inclusive Audio and Sign Content Guidelines: Educational Research Results

This project aims to develop guidelines for representing Common Core State Standards assessment content in audio and sign formats. Elementary to high school students with varying needs were observed during cognitive labs with math assessments using isomorph pairs. Research instruments include cognitive lab protocols and demographic information. Insights from students highlight the benefits of audio accommodations for better problem-solving and comprehension. Preferences for read-aloud content and audio quality were also noted. This research seeks to enhance accessibility and effectiveness of assessments for diverse learners.

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Inclusive Audio and Sign Content Guidelines: Educational Research Results

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  1. Guidelines for Accessible Assessment Project: Research Results Laurene Christensen, Ph.D., Research Associate, National Center on Educational Outcomes Vitaliy Shyyan, Ph.D., Research Associate, National Center on Educational Outcomes

  2. Project Goal • To develop research-based guidelines for the representation of Common Core State Standards assessment content in audio and sign

  3. Methodology • Cognitive labs with elementary, middle, and high school students • Students selected based on the following criteria: • Print disabilities • Low vision • English language learners • Deaf, hard of hearing, and ASL users • Participating students were from states in PARCC, Smarter Balanced, and unaffiliated states • Students took a short math assessment with isomorph pairs • Research teams observed the student during the assessment and asked follow-up questions

  4. Research Instruments • Cognitive lab protocols • Demographic/login information • Audio/sign item sets • Post-test questions • Computer-based test items

  5. Demographic/Login Information • School # • Student # • Grade • Need (deaf/hard of hearing; reading-based learning disability; English language learner; low vision) • Student gender • Test login ID • Note taker • Date

  6. Audio and Sign Item Sets

  7. Post-test Questions

  8. Grade 3-5 Audio: Set 1, Item 1 For the first question, the places of each house were read aloud.

  9. Grade 3-5 Audio: Set 1, Item 2 For the second question, places of each classroom were not read aloud.

  10. Grade 3-5 Audio: Set 2, Item 1 For the first question, the student told when the student dropped a soybean in the field and how many fields were planted.

  11. Grade 3-5 Audio: Set 2, Item 2 For the second question, the student was not told anything when the student dropped a corn kernel on a field.

  12. Grade 3-5 Sign: Set 3, Item 1 In the first question, the equations were not signed.

  13. Grade 3-5 Sign: Set 3, Item 2 In the second question, the equations were signed.

  14. Grade 3-5 Sign: Set 4, Item 1 In the first question, the signer used the ASL signs for right angle, symmetry, and length.

  15. Grade 3-5 Sign: Set 4, Item 2 In the second question, the signer used ASL signs and finger-spelled those terms.

  16. Grade 6-8 Audio: Set 4, Item 1 For the first question, each room was highlighted as it was read aloud.

  17. Grade 6-8 Audio: Set 4, Item 2 In the second question, the room names were only read aloud when the student clicked on them.

  18. Grade 6-8 Sign: Set 5, Item 1 In the first question, the signer used the ASL sign for estimates.

  19. Grade 6-8 Sign: Set 5, Item 2 In the second question, the signer used ASL signs and fingerspells estimates.

  20. Grade 9-12 Audio: Set 7, Item 1 For the first question, the picture was described.

  21. Grade 9-12 Audio: Set 7, Item 2 For the second question, the picture was not described.

  22. Grade 9-12 Sign: Set 3, Item 1 In the first question, the signer presented the question twice, once at the beginning of the item and again after the money information.

  23. Grade 9-12 Sign: Set 3, Item 2 In the second question, the signer presented the information in the order it appears in English.

  24. Student Demographics: Gender

  25. Student Demographics: Accommodation

  26. Student Demographics: Grade

  27. Student Demographics: Need

  28. Student Preferences: Elementary Audio

  29. Student Preferences: Elementary Audio

  30. Student Preferences: Middle School Audio

  31. Student Preferences: Middle School Audio

  32. Student Preferences: Middle School Audio

  33. Student Preferences: High School Audio

  34. Student Preferences: High School Audio

  35. Student Preferences: High School Audio

  36. Insights from Students: Audio • It’s easier to break down a problem when you are listening. (205) • I liked how it actually told me what the equation was. (317) • The read aloud accommodation is helpful sometimes because sometimes I can’t really focus on what I’m reading. (210) • Yes, [helpful], it tells you the question, and you can better think about the answer and what’s the problem. … [equations read aloud] You know better the problem – you can think about it faster if the computer tells you the problem. (112) • [when shapes are described] You don’t have to think that hard. It helped me answer better. (106) • It’s easier to break numbers down when you are listening and taking notes. (205) • [usefulness of read aloud] Sometimes there is a word, and I’m not sure what it is, so it helps when I am told what the word is. (216) • Helpful. Sometimes I can’t read stuff correctly or don’t understand by myself. If they read for me, it’s easy to know. (213) • Preferred the one with the numbers read – it is unnatural not to have the numbers read. … Yes, a whole lot [helpful] because I really don’t struggle on words, it tells me what it is, it helps me better when somebody reads to me. (209) • I like it when I read in my head. I get more focused. Another voice is distracting. (303)

  37. Insights from Students: Audio Quality • Yes, I liked the voice, it was a little slow. (201) • The voice is clearer than some I heard before. (109) • It sounded like a robot. (303) • It sounded pretty much like Siri from my phone. A bit too fast. (102)

  38. Student Preferences: Elementary Sign

  39. Student Preferences: Middle School Sign

  40. Student Preferences: High School Sign

  41. Insights from Students:Sign • Some of the English words I don’t know so I can watch the sign. (262) • I liked the one with the picture describe. In deaf culture we do describe photos. (353) • Watching videos is helpful – if I don’t understand something, I can get more information. (362) • I can understand questions better when they are signed, not finger-spelled. (156) • ASL is our language. English is not bad but ASL is my language. … When you read the English, it is hard to understand. But the signs help. (167) • We don’t have laptops. But if I had a test on a computer – I’m not sure about videos. You have to learn English. (365)

  42. Questions and Comments

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