A Framework for Improving the Accessibility of Assessment Tasks

Abstract

In constructing tests it is vital that sources of construct irrelevant variance are minimized, in order to enable valid interpretations about the test taker. One important source of construct irrelevance is inaccessibility to the test and its items. In this chapter a framework is presented for design and review of test items, or more broadly, assessments tasks, to ensure their accessibility. An application is presented in the context of theory exams to obtain a drivers’ license in the Netherlands.