Assessment and test design are among the more challenging aspects of creating an accessible learning environment for students who are deaf or hard of hearing (DHH), particularly for deaf students with a disability (DWD). Standardized assessments are a key mechanism by which the educational system in the United States measures student progress, teacher effectiveness, and the impact of school reform. The diversity of student characteristics within DHH and DWD are only now gaining visibility in the research literature surrounding standardized assessments and their use in large-scale accountability reforms. The purpose of this article is to explore the theoretical frameworks surrounding assessment policy and practice, current research related to standardized assessment and students who are DHH and DWD, and potential implications for practice within both an assessment and instruction context.
Cawthon, S. (2015). From the margins to the spotlight: Diverse deaf and hard of hearing student populations and standardized assessment accessibility. American Annals of the Deaf, 160(4), 385–394.