Accessing and utilizing technology in alternate assessments

Abstract

This paper summarizes data from an alternate assessment based on alternate achievement standards where teachers could administer the assessment via paper-and-pencil or electronically. The vast majority of teachers reported having access to technologies, training, and capabilities to utilize the digital system. Most reported no issues with electronic test delivery. Additionally, the majority of teachers reported that the majority of their students with significant intellectual disabilities can independently engage with technology, while a small proportion cannot meaningfully access electronic devices. Results both informed the assessment and provide general information about teachers’ perceptions of their students’ interactions and readiness with technology.