Abstract

Previous research on online features embedded in language assessments have been limited to the use of dictionary or spell/grammar check. Few have examined the role of accessibility features in the Kindergarten to Grade 12 (K-12) English learner (EL) context in the U.S. This study examined how K-12 EL educators perceive and instruct online accessibility features in an annual English language proficiency assessment taken by over 2 million children. Educator perception of ELs' use of the features was also investigated. Of the ten features examined, five (Colored Overlays, Color Contrast, Highlighter, Line Guide, and Magnifier) were available across the four language domains (listening, speaking, reading, and writing) and five were specific to writing (Sticky Notes, Cut, Copy, Paste, and Underline). In a two-phase mixed-methods study, first 377 K-12 EL educators completed a survey and nine educators were further interviewed. Findings were analyzed according to educators' (1) perception of online accessibility features, (2) instruction of the features, and (3) perception of ELs' use of the features. Educators perceived the Highlighter, Line Guide, Copy, and Paste to be more important than others, which affected their instruction. Results provide practical implications for instructing and designing online accessibility features in K-12 English language proficiency assessments.

摘要

先前对嵌入在语言评估中的在线功能的研究仅限于使用字典或拼写/语法检查。很少有人研究无障碍功能在美国幼儿园至 12 年级 (K-12) 英语学习者 (EL) 环境中的作用 本研究调查了 K-12 EL 教育者如何在年度英语语言能力评估中感知和指导在线无障碍功能被超过 200 万儿童所接受。还调查了教育者对 EL 使用这些功能的看法。在检查的十个功能中，五个（彩色叠加、颜色对比度、荧光笔、线条指南和放大镜）适用于四个语言领域（听、说、读和写），五个是特定于写作的（便签、剪切、复制、粘贴和下划线）。在两阶段混合方法研究中，最初的 377 名 K-12 EL 教育工作者完成了一项调查，并进一步采访了 9 名教育工作者。根据教育工作者的 (1) 对在线无障碍功能的感知、(2) 对这些功能的说明以及 (3) 对 EL 对这些功能的使用的感知，对调查结果进行了分析。教育者认为荧光笔、线路指南、复制和粘贴比其他更重要，这影响了他们的教学。结果为在 K-12 英语语言能力评估中指导和设计在线可访问性功能提供了实际意义。行指南、复制和粘贴比其他更重要，这影响了他们的指令。结果为在 K-12 英语语言能力评估中指导和设计在线可访问性功能提供了实际意义。行指南、复制和粘贴比其他更重要，这影响了他们的指令。结果为在 K-12 英语语言能力评估中指导和设计在线可访问性功能提供了实际意义。