Creating tests and items from the beginning with Universal Design for Learning in mind, removing barriers by adding alt-tags, and incorporating more culturally rich materials are all steps NWEA is doing to improve our equity for all students.

Image descriptions are important to make computer-based assessments accessible to students using assistive technology (AT) devices, such as screen readers and refreshable braille displays. NWEA, with support from the National Center for Accessible Media (NCAM), has created guidelines for describing many variations of images, charts, and graphics targeted specifically to the disciplines of reading, language usage, science, and mathematics.

This study compares reading growth for students with visual impairments with a nationally normed group of students from the general population using data from the NWEA MAP Growth assessment.

Using data from Northwest Evaluation Association’s Measures of Academic Progress assessment, reading achievement was analyzed from 224 students with visual impairments in grades 3–10, in four states over an eight-year time period.

On this Education Talk Radio Pre K – 20 radio show, host Larry Jacobs talks with NWEA’s Elizabeth Barker and Brian Tosky about universal design for learning and more.

Devices are only as accessible as the content they deliver to students. Put your vendor list to the test with these accessibility questions.

Educational assessments must include accommodations in the pursuit of accessibility for all, but the development and drive for accommodations on assessments is everchanging. This paper looks to review the accommodations landscape— discovering the past, highlighting our present progress, and uncovering new areas to explore.