Fair and Equal Testing for Students Who Are Deaf/HH

How Do We Improve Test Equity?
PEPNet Has Some of the Answers

Submitted by the PEPNet Test Equity Workgroup

IIndividuals who are deaf or hard of hearing face unique challenges when they take a test in school or for employment or licensing. Compared to their hearing peers, individuals who are deaf or hard of hearing are more likely to fail a test-even if they know the subject.

In the Spring 2009 PEPNet Perspectives, we explained why this happens. One reason is that experience with English differs widely among individuals who are deaf or hard of hearing and their hearing peers. Test equity is a way to ensure that tests accurately measure the abilities of every individual. To improve test equity, experts at PEPNet's 2008 Test Equity Summit made these recommendations:

• Schools need formal guidelines on accommodations for testing, such as when interpreters are needed for giving the questions and whether students can sign the answers.
• Schools should use various ways to measure abilities. Instead of tests alone, portfolio assessments or interviews by a team of professionals can help determine whether a student knows a subject.
• Sign language interpreters should have at least a day to become familiar with a test before it is given to the student.
• All students need to be taught test-taking skills. Test-taking is a learned skill, not an innate skill.
• Teachers and college instructors should consult teachers of the deaf or other experts in deafness when designing tests given to deaf or hard-of-hearing students.
• School psychologists who assess students for learning disabilities and other conditions need to understand the student's hearing loss and its implications.

Standardized and achievement tests are developed by independent testing companies. These companies should employ individuals who are deaf and hard of hearing in test design. Before finalizing any test, a company needs to try out the test on both individuals who are deaf and individuals who are hearing. Each test should be written so that it is clear and understandable for anyone who has to take it. This is considered "universal design."

Public policymakers need to look at how tests are being given and used in our schools. The current failures and problems with testing can result in long-range costs to society.

Achieving test equity will take a concerted effort by individuals who are deaf and hard of hearing, parents, schools, psychologists, test developers, and public policy makers. Raising awareness of test equity in your community is a first-and essential-step.