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.
Department, Program, or Center
Master of Science of Secondary Education of Students Who are Deaf or Hard of Hearing (NTID)
Porter, Jeff - Chair
Mountain, Julie, "Science assessment of deaf students: considerations and implications of state accountability measurements" (2005). Thesis. Rochester Institute of Technology. Accessed from
RIT – Main Campus