This new work will draw on research being done by Rebecca Kopriva
at the University of Maryland
(2000) lists the following as important considerations for making assessment items accessible: (1) Item sentences or stems must be kept brief and straightforward, with a simple sentence or phrase structure. (2) Consistency in paragraph structures should be employed. (3) The present tense and active voice should be used as much as possible.
Having this range of items is particularly important when testing students with differing capabilities and learning preferences (Kopriva, 2000).
Rebecca J. Kopriva is director of the Center for the Study of Assessment Validity and Evaluation (C-SAVE), which is housed in the Department of Measurement, Statistics, and Evaluation at the University of Maryland.
will advise project staff on issues regarding psychometric properties of items and issues related to access to items by English language learners through workshop training sessions and ongoing consultation.
Formerly she was associate professor in the California State University System, state testing director, and consultant for test publishers, the U.S. Department of Education, national legal and policy groups, and a variety of states and districts.
Dr. Kopriva is a researcher who publishes and presents regularly on the theory and practice of improving large-scale test validity and comparability.
is a leader in addressing these topics as they relate to the measurement of academic knowledge and skills in racial, cultural, and ethnic minority students and students with disabilities.