Section 4

Question 1

Which high-level principle of functional accessibility is missing from a Marketing 101 course if a student is unable to read the directions because the text on the screen is too small and there is no text-to-speech option?
(1 Point)

Operable

Perceivable

Robust

Understandable

Question 2

Which high-level principle of functional accessibility is a concern for a writing assignment in an Algebra 1 course in which students are unable to access the reading material due to an issue with converting the website into a viewable form for smartphones?
(1 Point)

Operable

Perceivable

Robust

Understandable

Question 3

Which high-level principle of functional accessibility is not being addressed in an online LMS for an accounting class where students are unable to use the keyboard to input correct responses for a discussion board post.
(1 Point)

Operable

Perceivable

Robust

Understandable

Question 4

Which high-level principle of functional accessibility is a concern in a multiple choice assessment for a 5th grade math course that involves high school algebra content to correctly solve the problems.
(1 Point)

Operable

Perceivable

Robust

Understandable

Question 5

You are a researcher conducting a study on the relationship between stress and sleep quality in the general population. You have decided to use an online survey as your primary method of data collection. The survey includes questions about stress levels and sleep quality, as well as demographic information such as age, gender, and employment status. However, after analyzing the data, you find that the majority of participants are young, unemployed individuals.

What is the most likely source of construct-validity bias in your study?
(1 Point)

The survey may not have contained enough questions.

Participants may have responded to the questions in a way that they thought you wanted them to.

The majority of participants being young, unemployed individuals may not be representative of the population of interest.

The use of an online survey may have led to a lack of engagement by participants and poor quality data.

Question 6

A fifth-grade math teacher is developing an online math assessment to predict student preparedness for the state standardized test in geometry. To ensure that the assessment is aligned with state standards, the teacher selects items from past state assessments. The teacher plans to provide students with text-to-speech capabilities for visually impaired students to use during the assessment. Which action does the teacher take to address the accessibility of this test?
(1 Point)

Aligning the test with state standards

Creating the test to determine the students’ preparedness

Providing visually impaired students with text-to-speech functionality

Ensuring the test assesses the students’ inferencing skills

Question 7

A high school history teacher is designing a homework assignment on the Civil Rights Movement. The teacher wants to ensure that the assignment is free of bias and accurately represents the perspectives of all individuals involved. Which of the following actions would best address potential bias in the assignment?
(1 Point)

Only including primary sources from leaders of the Civil Rights Movement.

Only including secondary sources written by white authors.

Incorporating a diverse range of primary and secondary sources from different perspectives and backgrounds

Only including information that supports a certain point of view.

Question 8

A middle school science teacher is giving feedback on student assessments. The teacher wants to ensure that the feedback is free of bias and provides an accurate representation of student performance. Which of the following actions would best address potential bias in the feedback?
(1 Point)

Using language that implies a student’s lack of effort or intelligence

Using only one-size-fits-all feedback comments

Providing specific, objective and actionable feedback that is grounded in evidence from the assessment

Being subjective, instead of focusing on the content.

Question 9

An online college statistics class has been administering an online exam to students. The instructor wants to ensure that the exam is fair for all students, regardless of their technological access and proficiency. How could the online exam be redesigned to reduce barriers to fairness?
(1 Point)

By allowing students to use their own devices

By providing the exam only in one language

By providing proctoring through webcams

By offering alternative formats for students with identified needs such as audio or Braille versions.

Question 10

A college instructor is creating an online quiz for a course on web design. The instructor wants to make sure that all students, including those with disabilities, can access and complete the quiz. How could the instructor improve the functional accessibility of the online quiz?
(1 Point)

Using only images in the questions

Using small text and low contrast colors

Providing text alternatives for non-text content such as images and videos

Using CAPTCHA to prevent cheating.

Question 11

A high school English teacher is using an online assessment to evaluate student’s understanding of a recent novel. The teacher wants to ensure that the online assessment is fair and unbiased. What could the teacher do to decrease the predictive-validity bias of the online assessment?
(1 Point)

Using only multiple-choice questions

Using only open-ended questions

Incorporating a mix of question types and response formats, such as multiple choice, short answer and open-ended

Using only questions that assess surface-level comprehension, instead of critical thinking skills.

Question 12

A committee is formed to evaluate the curriculum of a high school. The committee members are tasked with identifying and recommending improvements to the curriculum. The committee wants to ensure that their evaluations and recommendations are fair and unbiased. How should the committee proceed to avoid confirmation bias?
(1 Point)

By only considering information that supports their pre-existing beliefs or hypotheses

By ignoring any dissenting opinions or views

By actively seeking out diverse perspectives, information and evidence

By only considering the opinion of the majority of members

Question 13

A middle school science teacher is administering an online exam to evaluate student understanding of the human body systems. The teacher wants to ensure that the exam is unbiased towards any group of students. How could the teacher modify the online assessment to minimize bias?
(1 Point)

By using culturally-biased images in the exam questions

By using only English language in the exam

By using inclusive and neutral language and imagery in the exam, and providing appropriate accommodations for students with disabilities

By asking only recall-based questions.

Question 14

A creative writing teacher wants to modify an existing assessment to decrease bias. Which of the following actions would be most effective?
(1 Point)

Removing all questions about race and ethnicity

Replacing multiple choice questions with open-ended questions

Providing a list of “acceptable” answers for open-ended questions

Reviewing the assessment for language or cultural bias and making revisions as needed

Question 15

How do students benefit when Universal Design for Learning (UDL) guidelines are applied to assessment design?
Students face fewer barriers.
Students enjoy assessments more.
Students with disabilities no longer must ask for accommodations.
Students are more likely to pass the assessment.

Answer 15

Assessments designed based on UDL guidelines remove unnecessary barriers whenever possible.

Question 16

How do learners with disabilities benefit from assessments designed using Universal Design for Learning (UDL) guidelines?
Choose 3 answers.
Assessments can be flexible.
Multiple formative assessments are offered.
Assessments are not allowed to have time restrictions.
Barriers are reduced but not completely removed.
Assessments do not use rubrics and focus on engagement.

Answer 16

That’s right. Assessments can be flexible.
UDL encourages instructors to offer flexibility in assessment design to allow for various abilities.
That’s right. Multiple formative assessments are offered.
UDL encourages the use of multiple formative assessments. This gives learners time to ask for help and practice.
That’s right. Barriers are reduced, but not completely removed.
UDL aims to reduce as many barriers as possible, making assessments easier for more learners to access.

Question 17

Why is it important to design assessments with diverse learners in mind?
To avoid any lawsuits that students might file about inaccessible content
To ensure the assessment is measuring the appropriate skills
To get better student evaluations
To make the assessments easier to grade

Answer 17

When designing for diverse learners, any unnecessary distractors are eliminated from assessments. This allows the focus to be on the objectives being assessed, resulting in more valid data.

Question 18

A teacher designed the following assessment question for a fifth-grade math test:
It takes David 25 minutes to travel to work. David left for work at 7:05 AM. An obstructed crossing caused a 7-minute delay. Michael, David’s colleague, departed for work at 6:50 AM. It normally takes Michael 35 minutes to get to work, but setup for a Halloween parade postponed traffic for 9 extra minutes. Who arrived at work first? By how many minutes?
How could the assessment question be changed so diverse learners are considered in the design of the question? Choose 3 answers.
Remove the reference to Halloween.
Add more details about where David and Michael work.
Delete one of the questions.
Use simpler language.
Shorten the word problem.

Answer 18

That’s right. Remove the reference to Halloween.
References to holidays or other cultural events should be avoided, as these might distract learners who are not familiar with certain holidays.
That’s right. Use simpler language.
Words like obstructed, colleague, departed, and postponed should be switched out for simpler words more appropriate for the reading level of the learners. These words also pose issues for English learners who may not be familiar with the words’ meanings. The question is assessing math skills, not reading comprehension.
That’s right. Shorten the word problem.
Removing any unnecessary words will make the question more accessible to more learners. Deleting any extra words will help the assessment focus more on math than reading comprehension.

Question 19

An instructor designed the following assessment question for college freshmen:
A server waited on five tables during lunch rush. The first table tipped 15% on their $25 bill. The couple in the corner at table 2 tipped 20% on their $38 bill. The third table was a small order of $10 and tipped 20%. The fourth table was two teenagers who split their bill two ways. One tipped 30% on their $15 bill and the other tipped 10% on their $7 bill. The final table was a bunch of politicians who tipped 10% on their $120 bill. How much money did the server receive in tips?
The question was evaluated using TAMI and found to be inaccessible.
Why is this question inaccessible?
It includes content that may be controversial.
It features language that is not grade-level appropriate.
It includes text that cannot be read in a traditional order.
It does not include a visual.

Answer 19

The assessment question frames politicians as bad tippers. This content is not relevant to what is being assessed and can spark controversy.

Question 20

In a web design class, students are assigned to visit a specific website provided by the instructor and write a paper analyzing the website’s design. Some students are having trouble accessing the website because it does not open in a commonly used web browser.
If the described assessment was evaluated using the POUR principles, which principle would be flagged?
Operable
Robust
Perceivable
Understand

Answer 20

The robust principle focuses on the compatibility of technology. This scenario is not robust because the assigned website cannot be opened on all web browsers students commonly use.

Question 21

The following is a question on a middle school American history test:
Who won the American Civil War?
A. The Union (The North)
B. The Confederacy (The South)
C. Americans
D. No one won
About a third of the students chose “C” as the answer and got upset when told their answer was incorrect. Why did students choose “C” instead of the right answer?
Option “C” is too close to the right answer.
Option “C” is most often picked when students are guessing.
Option “C” has the fewest number of words in it.
Option “C” is a non-answer.

Answer 21

“C” encompasses the right and wrong answer and is too close to both. This distractor makes the question unfair, and students can interpret this as a trick question.

Question 22

On an online test, students are given a picture of a partially completed chart of the periodic table and asked to “fill in all of the missing element names.” The blank spaces are numbered, and students are asked to type the name of the element next to the corresponding number on the chart. Students who cannot use the mouse are able to use keyboard controls to complete the test.
Which POUR principle needs to be addressed in the above assessment scenario?
Understand
Perceivable
Robust
Operable

Answer 22

The perceivable principle deals with whether students can identify the content. If students cannot see the chart, then they cannot fill in the blanks. Because the chart is delivered via an image, this assessment is not accessible for students who are Blind or have low vision.

Question 23

After reading books about different animals and viewing paintings of animals in an online art class, second grade students are asked to paint a picture of another animal for a homework assignment.
Why is this assessment inaccessible?
Not all students like to paint.
Students might not know what a second animal looks like.
Not all students will have access to painting supplies.
Students will make a huge mess, causing parents to get mad.

Answer 23

This assessment poses an equity issue. All students might not have access to art supplies at home.

Question 24

A corporate office is providing sales training to its employees. The two-hour long training features a guest speaker. The office has two employees who are Deaf, so a transcript of the speaker’s speech was provided. After the training, each employee will be asked to participate in a mock sales call to demonstrate the new knowledge.
What can be changed to make the training accessible?
Make the training shorter by one hour.
Allow the guest speaker to interact with employees after the training.
Do not ask the employees to participate in a mock sales call.
Have an American Sign Language interpreter at the training.

Answer 24

A transcript of the guest speaker’s speech is helpful, but there is no way to have the employees who are Deaf effectively communicate in the mock sales call without an interpreter.

Question 25

What is a sign that an assessment includes barriers to fairness?
The scores of a certain ethnic or cultural group are lower.
There is a wide range of scores on the assessment.
The assessment was completed within the time limit by all learners, with time to spare.
There are multiple complaints from learners that the assessment is boring.
correct

Answer 25

If certain ethnic or cultural groups are presenting a pattern of lower assessment scores, then there might be a barrier to fairness present.

Question 26

An assessment question for an introduction to communications class requires learners to watch a video of a speech and critique the speaker’s tone, eye contact, and use of idioms. The video has closed captions, and students have time in the class computer lab to complete the assessment. Why would this assessment pose a barrier for some students?
Choose 3 answers.
Accessing the video at home will be difficult or impossible for some learners.
Closed captions do not provide information about speakers’ eye contact.
Eye contact is not relevant in a communications class.
Tone is not conveyed in closed captions.
Idioms are challenging for English learners to identify.

Answer 26

That’s right. Closed captions do not provide information about speakers’ eye contact.
Closed captions provide information about what is being said, but not what is happening on screen. Learners who cannot physically see the screen will not be able to complete the critique of the speaker’s eye contact.
That’s right. Tone is not conveyed in closed captions.
Closed captions provide information about what is said, not how it is said. Things like humor and sarcasm can be lost in translation.
That’s right. Idioms are challenging for English learners to identify.
Idioms are not easily understood or identified by English learners and some learners with learning disabilities.

Question 27

What is an example of construct-validity bias?
When select test items refer to specific religious traditions not taught in class
When a test is harder for minority students than for other students
When a test accurately predicts how well a singular student population will perform
When a test measures something other than what is supposed to be measured

Answer 27

The accuracy of measurement in a test relates to construct-validity bias. A test would be unbiased if it accurately measured the learning objectives covered on the test.

Question 28

The following prompts are designed for students in an online writing course. Which assessment prompt is biased?
Write a summary of what you learned in Unit 1.
Write about your favorite experience in the snow.
Write one sentence that describes you.
Write about something that makes you happy.

Answer 28

Snow is experienced by some but not all. Learners who do not live where it snows may not have any experience with it.

Question 29

Which strategies reduce irrelevant knowledge in assessments?
Choose 2 answers.
Include references to holidays celebrated by most people.
Use grade-level appropriate language.
Remove jargon used during lectures.
Avoid terms that most people might not know.
Use relatable, common idioms.

Answer 29

That’s right. Use grade-level appropriate language.
Using grade-level appropriate language helps ensure that learners can understand the assessment.
That’s right. Avoid terms that most people might not know.
Avoid using uncommon language. This includes unfamiliar jargon, slang, and words difficult for the learners’ reading comprehension levels.

Question 30

Which assessment prompt for high school students includes irrelevant knowledge?
Deliver a speech about the difficulties immigrants have historically faced in America.
Acquaint yourself with Hamlet and create an exposition of the themes present.
Design a brochure about the importance of dental hygiene.
Write a paper evaluating the use of technology in World War 2.

Answer 30

Simple language is not featured in the prompt. The words acquaint and exposition” should be changed out for simpler and more common words that more learners would recognize.

Question 31

Which scenario presents a barrier to fairness due to cognitive load?
An assessment asks learners to elaborate on the material they just reviewed.
An assessment requires students to visit a website with multiple pop-up ads.
An assessment includes concise instructions.
An assessment provides a checklist for students to use as they solve equations.

Answer 31

Additional distractions in a learning environment can add to cognitive load and cause barriers to fairness. Some learners may be distracted by the ads and cannot complete the assessment as easily as those who are not distracted.