Evidence-centered design helps ensure inclusivity for assessments

In their article, Extending Principles of Evidence-Centered Design for Diverse Populations: K–12 English Learners with the Most Significant Cognitive Disabilities, researchers discuss how they extended the principles of evidence-centered design (ECD) to the design of an alternate English proficiency assessment (AELPA) for English learners with significant cognitive disabilities (ELSCD).

These methods could be valuable for designing other assessments that strive to better understand the diverse range of test-takers and acknowledge the diversity within test-taking populations.

Using ECD, the researchers collected rich data that can enhance teaching, learning, and assessment practices for ELSCD students. They established a theoretical framework and identified patterns in how ELSCD students demonstrate English proficiency, taking into account their native languages and communication. These findings contribute to the emerging research on ELSCD students and establish the use of ECD as a mechanism for creating standardized yet adaptable assessments for diverse populations.

The research presented in this article has broader implications for understanding and effectively applying ECD. Investigating the unique needs of this distinct and heterogeneous population prompted researchers to explore innovative ways to assess students' abilities. This experience highlights the importance of considering the specific needs and abilities of the target population in any test design to ensure inclusivity and maximize opportunities for all students to show what they know and can do.

Read the full article:

Gholson, M. L., Sova, L., Hauck, M. C., Howley, L., & Albee, A. T. (2024). Extending Principles of Evidence-Centered Design for Diverse Populations: K–12 English Learners with the Most Significant Cognitive Disabilities. Educational Assessment, 1–23.