Abstract

As states increasingly require students to take standardized tests, it's crucial to examine the ability of such tests to accurately reflect actual student knowledge and skill within content domains. This project reviews the literature about assessment in general and written text features problematic to deaf readers. It seeks to analyze the content breadth and depth as well as the text readability and other linguistic features of Massachusetts' and New York's high school physics tests. Finally, it considers the use of tests with their potential linguistic bias for making decisions about student content mastery and potentially other high stakes decisions such as the awarding of diplomas.

Publication Date

8-31-2005

Document Type

Master's Project

Student Type

Graduate

Department, Program, or Center

Master of Science of Secondary Education of Students Who are Deaf or Hard of Hearing (NTID)

Advisor

Porter, Jeff - Chair

Advisor/Committee Member

Berent, Gerald

Advisor/Committee Member

Bateman, Gerald

Comments

Note: imported from RIT’s Digital Media Library running on DSpace to RIT Scholar Works in December 2013.

Campus

RIT – Main Campus

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