Simple Tips for Modifying Assessments
KEY IDEA- provide access to the curriculum
Write clear and simple instructions.
- Scaffold instructions (especially instructions that ask students to list, explain, and give examples)
- Simplify the terminology. (although sometimes the more technical terms have cognates in the student's first language and are therefore easier)
- Reduce the number of items on the test. (have them focus on the main thing you want them to learn)
- Reduce the number of distracters on multiple-choice tests. (Teach them how to eliminate distracters via a model) Ex: NOT A. because ………..
NOTE: Students arriving to the U.S at the beginning of the year will not be accountable for State Assessments. They don’t need to be used to four distracters on a test.
- Use visuals on tests when possible (e.g. charts, graphs, maps, icons, movie maker, etc)
- Underline , highlight or put in BOLD print to point out important words in test directions or test items.
- Vary test format (e.g. written, oral, short answer, multiple choice, true-false, matching, yes-no, demonstration testing, open book notes/notes, take home)
- Change fill-in-the-blank to multiple choice. Provide a word bank.
- Provide a clear test copy.
- Give more objective than subjective items.
- Allow more time for test completion or grade only on what the student can finish.
- Block matching questions into smaller groups (e.g. 5/5/5/rather than group of 15).
- Use open note/book tests. Provide page #’s of textbook to find answers.
- Provide the opportunity to have the test read orally by a teacher or with the software Read, Write, Gold.
- Provide students with sample questions or a study guide in advance
- Embed clues whenever possible