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ACVREP CATIS practice questions

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Question 1Assistive Technology Foundations, Legislation, and Professional Practice

Which U.S. federal law is the primary statute guaranteeing students with disabilities a free appropriate public education and access to assistive technology when needed?

  1. The Individuals with Disabilities Education Act Correct answer.
  2. The Fair Housing Act
  3. The Americans with Disabilities Act
  4. Section 508 of the Rehabilitation Act

Explanation

IDEA entitles eligible students to a free appropriate public education and requires that assistive technology devices and services be considered and provided when necessary for that education. Section 508 addresses federal accessibility procurement, not school FAPE entitlements.

Question 2Assistive Technology Foundations, Legislation, and Professional Practice

Under IDEA, assistive technology service includes which of the following?

  1. Buying a device for the student's family
  2. Evaluating the student's need for a device Correct answer.
  3. Writing the district's technology budget
  4. Repairing the school's photocopier

Explanation

IDEA defines AT services broadly to include evaluation of a student's needs, including functional assessment of the student in the customary environment. Purchasing equipment for family use, general office repair, and budgeting fall outside that definition.

Question 3Assistive Technology Foundations, Legislation, and Professional Practice

A device that is acquired commercially off the shelf, modified, or customized and used to increase or maintain functional capabilities is the IDEA definition of which term?

  1. Accessible format
  2. Assistive technology device Correct answer.
  3. Universal design
  4. Augmentative output

Explanation

IDEA defines an assistive technology device as any item, piece of equipment, or product system acquired commercially off the shelf, modified, or customized that is used to increase, maintain, or improve functional capabilities of a child with a disability. The other terms describe design approaches or output formats rather than the legal device definition.

Question 4Assistive Technology Foundations, Legislation, and Professional Practice

Section 508 of the Rehabilitation Act requires federal agencies to do which of the following?

  1. Mandate IEP meetings
  2. Certify AT specialists
  3. Fund AT for private schools
  4. Procure accessible electronic and information technology Correct answer.

Explanation

Section 508 requires federal agencies to develop, procure, maintain, and use electronic and information technology that is accessible to people with disabilities. It does not fund private school AT, certify personnel, or govern IEP procedures.

Question 5Assistive Technology Foundations, Legislation, and Professional Practice

A CATIS professional is asked to recommend AT for a student with a reading disability. Which first step best reflects sound professional practice?

  1. Order the most expensive literacy software available
  2. Ask the student's sibling which app they prefer
  3. Select a device based solely on the student's grade level
  4. Conduct a functional assessment of the student's needs and environments Correct answer.

Explanation

AT decision-making should begin with a functional assessment that identifies the student's strengths, needs, tasks, and environments before selecting tools. Choosing by cost, family preference, or grade alone bypasses the evidence needed for an appropriate match.

Question 6Assistive Technology Foundations, Legislation, and Professional Practice

Which practice best reflects the principle that assistive technology decisions should be made by a collaborative team?

  1. The principal chooses the device without input
  2. The vendor writes the student's IEP goals
  3. The specialist finalizes the plan alone to save time
  4. The team includes family and educators in goal setting Correct answer.

Explanation

IDEA and professional standards emphasize team-based decision-making that includes the family, educators, and specialists, with goals tied to the student's needs. Decisions made unilaterally by a specialist, administrator, or vendor exclude essential perspectives and violate collaborative practice.

Question 7Assistive Technology Foundations, Legislation, and Professional Practice

Universal Design for Learning (UDL) primarily aims to do which of the following?

  1. Limit instruction to printed materials
  2. Offer multiple means of representation, engagement, and expression Correct answer.
  3. Replace all assistive technology with general tools
  4. Provide one standardized pathway for all learners

Explanation

UDL calls for multiple means of representation, engagement, and action/expression so curricula are accessible to diverse learners from the start. It does not mandate a single pathway, eliminate AT, or restrict materials to print.

Question 8Assistive Technology Foundations, Legislation, and Professional Practice

A student uses a speech-generating device. Which consideration is most important when the team plans for the device across school and home settings?

  1. Limiting use to speech therapy sessions only
  2. Replacing the device each semester
  3. Ensuring consistent vocabulary and access across environments Correct answer.
  4. Keeping the device locked in a classroom cabinet

Explanation

AAC effectiveness depends on consistent access and vocabulary across all environments so the student can communicate throughout the day. Restricting use to one setting or locking the device away prevents functional communication.

Question 9Assistive Technology Foundations, Legislation, and Professional Practice

Which statement accurately describes the relationship between assistive technology and the IEP?

  1. AT is prohibited from being listed in an IEP
  2. AT can only be discussed after graduation
  3. AT must be documented in the IEP when it is needed for FAPE Correct answer.
  4. AT must be provided only if parents buy it

Explanation

When a student needs AT to receive a free appropriate public education, the IEP team must document the device and services in the IEP. The school is responsible for providing needed AT at no cost to the family.

Question 10Assistive Technology Foundations, Legislation, and Professional Practice

Which of the following best describes the purpose of an AT consideration process in an IEP meeting?

  1. To set the school's annual technology budget
  2. To audit the district's software licenses
  3. To evaluate teacher performance
  4. To determine whether the student needs AT to meet IEP goals Correct answer.

Explanation

The AT consideration process asks whether the student needs devices or services to achieve IEP goals and access the curriculum. It is student-focused and not an administrative audit, personnel evaluation, or budgeting exercise.

Question 11Assistive Technology Foundations, Legislation, and Professional Practice

A CATIS is documenting a trial of a text-to-speech tool. Which data best supports an evidence-based recommendation?

  1. The vendor's marketing brochure
  2. The number of downloads of the app
  3. Measured changes in reading task performance and student feedback Correct answer.
  4. The specialist's personal opinion of the tool

Explanation

Evidence-based AT recommendations rest on objective data about task performance plus the student's own input during trials. Opinions, marketing claims, and download counts are not valid indicators of individual effectiveness.

Question 12Assistive Technology Foundations, Legislation, and Professional Practice

Which of the following is an example of an assistive technology service rather than a device?

  1. A switch-accessible tablet
  2. A screen reader program
  3. A magnifier
  4. Training the student and staff to use a device Correct answer.

Explanation

Training the student and staff is a service that supports device use, distinct from the device itself. Tablets, screen readers, and magnifiers are devices or software items.

Question 13Assistive Technology Foundations, Legislation, and Professional Practice

A team is choosing between two AT options. Which approach best reflects the principle of least restrictive, most appropriate support?

  1. Select the most complex device available
  2. Choose a device based on its brand reputation
  3. Avoid any technology to keep things simple
  4. Match the tool to the task while minimizing unnecessary restriction Correct answer.

Explanation

Appropriate AT selection matches the tool to the student's functional tasks while avoiding unnecessary restriction or complexity. Complexity, avoidance, and brand reputation are not valid selection criteria.

Question 14Assistive Technology Foundations, Legislation, and Professional Practice

Which legal concept requires that students with disabilities be educated alongside peers without disabilities to the maximum extent appropriate?

  1. Least restrictive environment Correct answer.
  2. Procedural safeguard
  3. Child find
  4. Due process

Explanation

The least restrictive environment principle requires education with nondisabled peers to the maximum extent appropriate, with removal only when supports cannot be provided satisfactorily. Due process, child find, and procedural safeguards are related but distinct IDEA concepts.

Question 15Assistive Technology Foundations, Legislation, and Professional Practice

Which action best reflects ethical practice when a CATIS is offered a commission by a vendor for recommending its products?

  1. Recommend the product without telling the team
  2. Decline and disclose the potential conflict of interest Correct answer.
  3. Accept the commission and recommend the product
  4. Ask the vendor for a larger commission

Explanation

Professionals must avoid and disclose conflicts of interest so recommendations remain student-centered and unbiased. Accepting or concealing a commission compromises objectivity and trust.

Question 16Assistive Technology Foundations, Legislation, and Professional Practice

A student's AT device breaks during the school year. Under IDEA, what is the school's responsibility if the device is needed for FAPE?

  1. Discontinue the student's AT services
  2. Wait until the next school year
  3. Ensure repair or replacement so the student retains access Correct answer.
  4. Require the family to replace it

Explanation

When AT is required for FAPE, the school is responsible for maintaining functionality, including repair or replacement, so the student retains access. Shifting the cost to the family or suspending services denies the required support.

Question 17Assistive Technology Foundations, Legislation, and Professional Practice

Which scenario best illustrates the difference between an accommodation and an assistive technology device?

  1. A tablet versus a laptop
  2. Extended time on a test versus a word-prediction app Correct answer.
  3. A switch versus a touchscreen
  4. A screen reader versus a magnifier

Explanation

An accommodation is a change in how a task is performed or assessed, such as extended time, while an AT device is a tool like a word-prediction app. The other pairs compare two devices or two tools rather than contrasting an accommodation with a device.

Question 18Assistive Technology Foundations, Legislation, and Professional Practice

Which professional behavior best supports culturally responsive AT practice?

  1. Excluding interpreters to save time
  2. Using only English-language training materials regardless of need
  3. Assuming all families share the same communication preferences
  4. Incorporating family values and language into AT planning Correct answer.

Explanation

Culturally responsive practice respects family language, values, and communication preferences and adapts planning and training accordingly. Assumptions, English-only materials, and exclusion of interpreters undermine family partnership.

Question 19Assistive Technology Foundations, Legislation, and Professional Practice

Which of the following best describes the purpose of the Assistive Technology Professional (ATP) credential offered through RESNA?

  1. It replaces state special education licensure
  2. It certifies competence in providing assistive technology services Correct answer.
  3. It guarantees funding for devices
  4. It licenses teachers to write IEPs

Explanation

The RESNA ATP credential certifies an individual's competence in delivering assistive technology services. It does not license IEP writing, substitute for state licensure, or guarantee funding.

Question 20Assistive Technology Foundations, Legislation, and Professional Practice

A district wants to ensure its new learning management system is usable by students with disabilities. Which legal framework most directly guides accessible procurement of such technology?

  1. The Family Educational Rights and Privacy Act
  2. The Fair Labor Standards Act
  3. Section 508 accessibility standards Correct answer.
  4. The Clean Air Act

Explanation

Section 508 accessibility standards guide procurement of accessible electronic and information technology and are widely referenced for accessible educational technology. The other laws address labor, student privacy, and environmental matters.

Question 21Assessment and Evaluation of Assistive Technology Needs

During an assistive technology assessment, which action best reflects a team-based approach?

  1. Having the special education teacher select devices from a vendor catalog
  2. Gathering input from the student, family, and relevant professionals before making recommendations Correct answer.
  3. Relying solely on the district AT specialist's clinical judgment
  4. Deferring all decisions until the next annual IEP meeting

Explanation

A defensible AT assessment draws on multiple perspectives because no single team member observes the student across all environments. Collaborative input improves the match between tools and the student's actual tasks and settings.

Question 22Assessment and Evaluation of Assistive Technology Needs

What is the primary purpose of conducting an assistive technology assessment?

  1. To identify tools and strategies that support the student's participation in identified tasks Correct answer.
  2. To document that the district has met its legal obligation to consider AT
  3. To compare the student's performance against grade-level norms
  4. To determine whether a student is eligible for special education services

Explanation

AT assessment focuses on matching technology to the student's tasks and environments so participation improves. Eligibility and compliance documentation are separate processes with different purposes.

Question 23Assessment and Evaluation of Assistive Technology Needs

An assessment team is reviewing a student's current IEP and recent work samples before observing the classroom. Which stage of the AT assessment process does this represent?

  1. Feature matching
  2. Trial implementation
  3. Recommendation and reporting
  4. Information gathering Correct answer.

Explanation

Collecting records, work samples, and background information occurs during the information-gathering phase, before observations and feature matching. Feature matching and trials come later in the sequence.

Question 24Assessment and Evaluation of Assistive Technology Needs

Which question is most central to the feature-matching stage of an AT assessment?

  1. Which device features address the student's identified needs and environments? Correct answer.
  2. Which device has the lowest purchase price?
  3. Which device requires the least teacher training?
  4. Which device is most popular among similar districts?

Explanation

Feature matching links the student's documented needs and environmental demands to the specific capabilities a device must have. Cost, popularity, and training burden are secondary considerations rather than the organizing criterion.

Question 25Assessment and Evaluation of Assistive Technology Needs

A student can point accurately to pictures but cannot speak intelligibly. When selecting an augmentative communication system, which feature is most important to assess first?

  1. Screen size of the available speech-generating devices
  2. Access method that matches the student's reliable motor response Correct answer.
  3. Weight of the device for carrying between classes
  4. Number of vocabulary items preloaded by the manufacturer

Explanation

Access method determines whether the student can physically and reliably operate the system, making it a prerequisite for communication success. Vocabulary, screen size, and portability matter but are secondary if access is unreliable.

Question 26Assessment and Evaluation of Assistive Technology Needs

A student with a reading disability decodes single words accurately but reads slowly and tires quickly. Which assessment focus best targets the likely AT need?

  1. Phonological awareness intervention planning
  2. Text-to-speech and reading efficiency supports Correct answer.
  3. Articulation screening
  4. Handwriting legibility measurement

Explanation

Accurate but slow decoding points to a fluency and efficiency need, which text-to-speech and related reading tools address. Phonological awareness and articulation target different skill areas.

Question 27Assessment and Evaluation of Assistive Technology Needs

Which data source provides the strongest evidence for an AT assessment of a student's writing in class?

  1. Standardized writing scores from two years ago
  2. Parent report of the student's writing at home
  3. Teacher opinion gathered informally in the hallway
  4. Direct observation and work samples collected during classroom writing tasks Correct answer.

Explanation

Direct observation paired with authentic work samples documents current performance in the actual environment where the AT will be used. Retrospective and informal sources are useful context but weaker primary evidence.

Question 28Assessment and Evaluation of Assistive Technology Needs

In an ecological AT assessment, which factor is examined when evaluating the environment?

  1. The student's fine motor accuracy on a pegboard task
  2. The student's standard score on a cognitive assessment
  3. The family's preferred communication style at home
  4. The lighting, noise, and seating arrangement in the classroom Correct answer.

Explanation

Ecological assessment examines the physical and social demands of the settings where the student participates. Lighting, noise, and seating are environmental variables that can affect AT use and selection.

Question 29Assessment and Evaluation of Assistive Technology Needs

A student uses a word-prediction app on a tablet. Which measure best captures whether the AT is effective for the student's writing?

  1. Number of words written per minute with and without the app Correct answer.
  2. Teacher's general satisfaction with the tablet
  3. Number of apps installed on the tablet
  4. Tablet battery life during a class period

Explanation

Effectiveness is judged by comparing student performance on relevant tasks with and without the tool. Word count per minute is a direct, measurable writing outcome tied to the AT's purpose.

Question 30Assessment and Evaluation of Assistive Technology Needs

Which statement best describes the relationship between AT assessment and the IEP process?

  1. AT assessment is conducted only after the IEP is finalized
  2. AT assessment replaces the need for IEP goals in written expression
  3. AT assessment results inform decisions about devices and services documented in the IEP Correct answer.
  4. AT assessment is required only when parents request it

Explanation

Assessment findings feed directly into IEP decisions about supplementary aids, services, and goals. The IEP is the vehicle for documenting the resulting AT supports.

Question 31Assessment and Evaluation of Assistive Technology Needs

A teacher reports that a student with a physical disability cannot reach the interactive whiteboard to participate in group activities. Which is the most appropriate first assessment question?

  1. Which brand of interactive whiteboard is most durable?
  2. Should the student be excused from group activities?
  3. How much does a floor-mounted whiteboard cost?
  4. What alternative access method would let the student participate in the same activity? Correct answer.

Explanation

The assessment should focus on preserving participation in the same activity through an alternative access method. Device durability, cost, and exclusion do not address the student's participation need.

Question 32Assessment and Evaluation of Assistive Technology Needs

Which is an example of a low-tech assistive technology solution that an assessment might recommend?

  1. A head-controlled computer mouse
  2. A pencil grip with a raised surface Correct answer.
  3. A dynamic display speech-generating device
  4. A screen reader with braille output

Explanation

Low-tech AT refers to tools that are non-electronic, inexpensive, and simple to use, such as a pencil grip. The other options are electronic or high-tech devices.

Question 33Assessment and Evaluation of Assistive Technology Needs

A student with a visual impairment needs access to printed worksheets. Which assessment consideration is most relevant to selecting an appropriate solution?

  1. The student's reading medium and required magnification level Correct answer.
  2. The classroom teacher's comfort with photocopiers
  3. The student's preferred font for recreational reading
  4. The number of worksheets assigned per week

Explanation

Selecting an access solution for print requires knowing the student's functional reading medium and needed enlargement. Font preference, teacher comfort, and assignment volume do not determine the appropriate format.

Question 34Assessment and Evaluation of Assistive Technology Needs

Which of the following best describes the purpose of a trial period during an AT assessment?

  1. To verify that a device works before purchase
  2. To satisfy warranty requirements for the manufacturer
  3. To collect data on the student's performance with a candidate solution in real settings Correct answer.
  4. To compare the device against the district's technology inventory

Explanation

Trials generate performance data in the student's actual environments, which supports an evidence-based recommendation. Verifying function or warranty compliance is not the assessment purpose.

Question 35Assessment and Evaluation of Assistive Technology Needs

A student's handwriting is slow and illegible, but keyboarding is fast and accurate. The team is considering a portable word processor. Which additional information is most important before recommending it?

  1. The device manufacturer's market share
  2. The number of keys on the keyboard
  3. The student's favorite color for the device
  4. Whether the student can use the device across all classes that require writing Correct answer.

Explanation

A recommendation is only sound if the tool can be used in the environments where the task occurs. Cross-setting feasibility is a key ecological consideration in AT assessment.

Question 36Assessment and Evaluation of Assistive Technology Needs

Which standardized measure would be most useful for documenting baseline keyboarding speed during an AT assessment?

  1. A receptive vocabulary inventory
  2. A handwriting legibility rubric
  3. A timed typing test with words per minute and accuracy Correct answer.
  4. A reading comprehension test

Explanation

A timed typing test directly measures the skill the AT is intended to support, providing a baseline for comparison. The other measures assess unrelated academic skills.

Question 37Assessment and Evaluation of Assistive Technology Needs

A student with a traumatic brain injury has difficulty remembering multi-step routines. Which assessment approach best identifies AT needs for this student?

  1. Interviewing only the school nurse
  2. Comparing the student to grade-level peers on a reading test
  3. Reviewing the student's performance on tasks requiring sequencing and recall across settings Correct answer.
  4. Administering a group achievement test

Explanation

The assessment should sample the specific tasks affected by the student's profile in the environments where they occur. Group tests and single-source interviews do not capture functional memory demands.

Question 38Assessment and Evaluation of Assistive Technology Needs

When a student uses an AAC system, which assessment practice best supports generalization across settings?

  1. Selecting vocabulary based only on the therapist's preferences
  2. Limiting assessment to a single teacher's report
  3. Assessing vocabulary use and device operation in multiple classrooms and at home Correct answer.
  4. Evaluating the system only in the speech therapy room

Explanation

Generalization is supported when assessment data are collected across the settings where the student communicates. Single-setting or single-informant assessment cannot show whether skills transfer.

Question 39Assessment and Evaluation of Assistive Technology Needs

Which legal framework requires that assistive technology be considered for every student with an IEP?

  1. The Individuals with Disabilities Education Act (IDEA) Correct answer.
  2. The Americans with Disabilities Act (ADA)
  3. The Family Educational Rights and Privacy Act (FERPA)
  4. Section 504 of the Rehabilitation Act

Explanation

IDEA requires IEP teams to consider whether a student needs assistive technology devices and services. Section 504 and the ADA prohibit discrimination but do not establish the AT consideration requirement in the IEP.

Question 40Assessment and Evaluation of Assistive Technology Needs

A student with a learning disability in written expression struggles with spelling and organizing ideas. Which combination of features should the assessment prioritize?

  1. Braille translation software and a refreshable display
  2. Switch access and a head pointer
  3. Spell-check with word prediction and graphic organizers Correct answer.
  4. Screen magnification and high-contrast settings

Explanation

The student's needs are spelling support and idea organization, which spell-check, word prediction, and outlining tools address. The other feature sets target sensory or physical access needs.

Question 41Assessment and Evaluation of Assistive Technology Needs

Which practice helps reduce bias when gathering information about a student's AT needs?

  1. Collecting data from multiple sources and settings over time Correct answer.
  2. Relying on a single assessment instrument
  3. Interviewing only the student's current teacher
  4. Using only standardized test scores

Explanation

Triangulating data from multiple sources and settings over time reduces the influence of any single perspective or context. Single-source or single-instrument approaches increase bias risk.

Question 42Assessment and Evaluation of Assistive Technology Needs

During a trial of a text-to-speech app, data show the student completes reading assignments faster but makes more comprehension errors. What is the most appropriate next step?

  1. Recommend the app immediately for all reading tasks
  2. Discontinue the app and report that it failed
  3. Adjust settings or add comprehension supports and continue data collection Correct answer.
  4. Switch to a different app without further observation

Explanation

Mixed trial data signal a need to refine the tool or add supports before making a final recommendation. Abandoning or adopting the tool without adjustment ignores the partial success.

Question 43Assessment and Evaluation of Assistive Technology Needs

Which student characteristic is most relevant when selecting an alternative computer access method?

  1. Number of siblings
  2. Reading grade level
  3. Preferred music genre
  4. Reliable, consistent motor movement the student can control Correct answer.

Explanation

Alternative access methods depend on the student's most reliable and controllable motor response. Reading level and personal preferences do not determine physical access.

Question 44Assessment and Evaluation of Assistive Technology Needs

A team is deciding whether a student needs a dedicated speech-generating device or a tablet-based communication app. Which assessment question best distinguishes between these options?

  1. Which option has the longer warranty?
  2. Which option is more popular on social media?
  3. Which option is less expensive for the district?
  4. Which option best matches the student's communication needs, access abilities, and environments? Correct answer.

Explanation

The choice between platforms should be driven by how well each matches the student's communication needs, access abilities, and environments. Cost and popularity are secondary factors.

Question 45Assessment and Evaluation of Assistive Technology Needs

Which is the most appropriate way to document AT assessment findings for the IEP team?

  1. A brief verbal summary at the meeting
  2. A written report describing the student's needs, environments, trials, data, and recommendations Correct answer.
  3. An informal note in the teacher's gradebook
  4. A list of device model numbers only

Explanation

A written report that documents needs, environments, trial data, and recommendations gives the team a defensible basis for decisions. Device lists or verbal summaries lack the supporting evidence.

Question 46Assessment and Evaluation of Assistive Technology Needs

During an assistive technology assessment, a team wants to know how a student's current supports were chosen and whether they are working. Which source of information is most appropriate to review first?

  1. A vendor catalog of the newest devices on the market
  2. The student's existing IEP, including present levels and documented accommodations Correct answer.
  3. A published list of AT devices organized by disability category
  4. The district's technology purchasing budget for the coming year

Explanation

An AT assessment builds on what is already documented about the student, so the IEP's present levels, goals, and existing accommodations are the starting point. Reviewing current supports reveals what has been tried and whether it is effective. Device catalogs and disability-based lists are not individualized and do not describe this student's history.

Question 47Assessment and Evaluation of Assistive Technology Needs

An AT assessment team is gathering information about a student who uses a communication device. Which practice best supports accurate data collection across home, school, and community settings?

  1. Asking the student to describe device use in a written self-report
  2. Relying on a single standardized communication test administered in a quiet room
  3. Collecting structured input from caregivers and teachers using a common set of questions and rating scales Correct answer.
  4. Having only the speech-language pathologist record observations during therapy sessions

Explanation

Consistent, structured input from multiple communication partners allows the team to compare functioning across environments and reduces the influence of any single setting. A common set of questions and rating scales makes those reports comparable. Single-setting or single-informant data cannot show whether skills generalize.

Question 48Assessment and Evaluation of Assistive Technology Needs

A student with a physical disability is being assessed for an alternative keyboard. The team notes the student has reliable control of a head pointer but limited hand function. Which feature of the assessment findings should most directly guide device selection?

  1. The student's grade-level reading score
  2. The number of years the student has used a computer
  3. The student's preferred classroom seating location
  4. The student's most reliable and consistent motor access method Correct answer.

Explanation

Alternative access selection is driven by the student's most reliable, consistent, and voluntary motor movement, because that movement becomes the control channel for the device. Reading level, seating, and prior computer experience inform instruction and positioning but do not determine which access method will work.

Question 49Assessment and Evaluation of Assistive Technology Needs

A student with a mild intellectual disability is being evaluated for a math AT tool. Standardized testing shows low scores, but classroom work samples show the student solves problems accurately when manipulatives are available. Which interpretation is most defensible for the AT assessment report?

  1. The work samples should be discarded because they were not collected under standardized conditions
  2. Both sources should be reported together, with the work samples used to identify the conditions that support performance Correct answer.
  3. The discrepancy means the assessment must be repeated until the sources agree
  4. The standardized scores should be reported alone because they are the most objective data

Explanation

AT assessment integrates formal and informal data, and discrepancies between them are informative rather than disqualifying. Reporting both sources and using the work samples to describe supporting conditions gives the team actionable information. Discarding either source or repeating testing until agreement is reached ignores valid evidence.

Question 50Assessment and Evaluation of Assistive Technology Needs

An AT assessment team is comparing a student's performance with and without a graphic organizer during a writing task. To attribute any change in the quality of the student's written products to the organizer, which assessment design element is most important?

  1. Having the student choose which condition to complete first
  2. Administering the two conditions on different days with different prompts and scorers
  3. Increasing the length of the writing session each time the organizer is used
  4. Holding the task, prompt type, and scoring criteria constant across both conditions Correct answer.

Explanation

To attribute a change in performance to the AT tool, the task demands and scoring must be equivalent so the tool is the main difference between conditions. Holding prompts and scoring constant supports a defensible comparison. Varying the task, the timing, or the scoring introduces confounds that make the results uninterpretable.