Abstract
AbstractThe purpose of this article is to support members of a student's multidisciplinary team to identify complex factors involved in providing valid classroom‐based assessment data, including issues surrounding technology‐based assessment for students who are deaf or hard of hearing (DHH). The diversity of this population creates unique challenges in creating guidelines for assessment. An overview of the diversity of DHH students is used to provide a framework for examining current assessment practices, including both effective and ineffective practices. Cognitive and linguistic learning differences and diverse language learning experiences in the population are discussed as they relate to assessment protocols. Paralleling technology‐based learning experiences with comparable technology‐based assessment experiences is also presented. Recommendations for planning for accessible and meaningful assessment include the use of innovative technologies to align instruction and assessment.
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