A Framework for Improving the Accessibility of Assessment Tasks

Erik Roelofs

doi:10.1007/978-3-030-18480-3_2

A Framework for Improving the Accessibility of Assessment Tasks

Erik Roelofs^*

^*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic › peer-review

4 Citations (Scopus)

3 Downloads (Pure)

Abstract

In constructing tests it is vital that sources of construct irrelevant variance are minimized, in order to enable valid interpretations about the test taker. One important source of construct irrelevance is inaccessibility to the test and its items. In this chapter a framework is presented for design and review of test items, or more broadly, assessments tasks, to ensure their accessibility. An application is presented in the context of theory exams to obtain a drivers’ license in the Netherlands.

Original language	English
Title of host publication	Methodology of Educational Measurement and Assessment
Editors	Bernard P. Veldkamp, Cor Sluijter
Place of Publication	Cham
Publisher	Springer
Pages	21-45
Number of pages	25
ISBN (Electronic)	978-3-030-18480-3
ISBN (Print)	978-3-030-18479-7, 978-3-030-18482-7
DOIs	https://doi.org/10.1007/978-3-030-18480-3_2
Publication status	Published - 2019
Externally published	Yes

Publication series

Name	Methodology of Educational Measurement and Assessment
Publisher	Springer
ISSN (Print)	2367-170X
ISSN (Electronic)	2367-1718

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10.1007/978-3-030-18480-3_2Licence: CC BY

ArticleFinal published version, 599 KBLicence: CC BY

Cite this

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A Framework for Improving the Accessibility of Assessment Tasks

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