Abstract

The standardized achievement testing of hearing-impaired students is an endeavor that poses unique problems: the proper assignment of students to test level, the sequencing of tests in different subject areas, and the communication of test instructions and items. To address these problems adequately, standardized tests that have been designed and developed for use with hearing students must be adapted for use with hearing-impaired students. This paper describes ways in which the special requirements of testing hearing-impaired students have been accommodated using the new seventh edition of the Stanford Achievement Test.

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Additional Information

ISSN
1543-0375
Print ISSN
0002-726X
Pages
pp. 34-39
Launched on MUSE
2013-04-22
Open Access
No
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