Using K-12 Lessons Learned about how to Balance Accessibility and Test Security to Inform Licensure, Credentialing, and Certification Exam Policies

Using K-12 Lessons Learned about how to Balance Accessibility and Test Security to Inform Licensure, Credentialing, and Certification Exam Policies

Authors

  • Sheryl S. Lazarus
     National Center on Educational Outcomes, University of Minnesota, 207 Pattee Hall, 150 Pillsbury Drive SE, Minneapolis MN, 55455
  • Jill R. van den Heuvel
     Alpine Testing Solutions
  • Martha L. Thurlow
     National Center on Educational Outcomes, University of Minnesota, 207 Pattee Hall, 150 Pillsbury Drive SE, Minneapolis MN, 55455

Keywords:

Accessibility, Accommodations, Disability, Test Security

Abstract

This paper explores how to balance test security and accessibility on licensure, credentialing, and certification exams. It examines K-12 test security policies related to educational assessments across states to discover lessons learned about how to meet accessibility needs of individuals with disabilities while minimizing test security risks. It then discusses how licensure and certification programs can adapt those lessons and policies to ensure exam score validity for all candidates without jeopardizing exam security.

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Published

2017-04-13

How to Cite

Lazarus, S. S., van den Heuvel, J. R., & Thurlow, M. L. (2017). Using K-12 Lessons Learned about how to Balance Accessibility and Test Security to Inform Licensure, Credentialing, and Certification Exam Policies. Journal of Applied Testing Technology, 18(1), 1–12. Retrieved from https://www.jattjournal.net/index.php/atp/article/view/113062

Issue

Volume 18, Issue 1, 2017

Section

Articles

References

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