Multiple Means of Expression

Writing continues to be the predominant method for expression on tests. However, writing remains a very difficult task for many students. If writing ability is being assessed, then clearly we must be very careful in allowing accommodations for risk of invalidating the test item. However, to the extent that writing ability represents an obstacle to accurately measuring knowledge and abilities, we must consider alternatives. For students who have limited physical abilities, current assistive technologies involving computers such as single switches, alternative keyboards, and alternative pointing devices allow students who would otherwise be unable to express themselves the ability to respond and thus participate in the assessment. For students who struggle with other aspects of writing such as converting sounds to letter combinations or organizing information, technologies such as speech-to-text (still a rather immature technology) and graphic organizers can provide more equitable means for expressing information; CRESST, for example, has done excellent work exploring the use of concept maps in science assessment.

One particular study examining the use of technology in expression during assessment is worth mentioning. In a carefully and elegantly designed study of students taking large-scale assessment, researchers at Boston College have shown that students allowed to use a keyboard to answer writing portions of the test scored significantly higher than those students required to use pencil and paper. The researchers attribute this difference primarily to fact that many students are already accustomed to using computers to compose essays. Furthermore, for many students, keyboarding is simply a more efficient way to produce good writing. Thus, providing multiple means of expression can have unanticipated benefits for students.