urces. The time and resource constraints for each performance task will be guided by its placement in the overall assessment system.Smarter Balanced has a comprehensive research agenda. During the spring 2013 pilot, the Consortium will research the effects of including a brief classroom interaction phase in the summative performance task on accessibility and standardization. The classroom interaction phase will then be appropriately constrained for performance tasks depending on the intended use and placement within the overall Smarter Balanced assessment system.
Accessibility and Accommodations
Smarter Balanced assessments will provide valid, fair, and reliable measures of achievement and growth for English language learners and students with disabilities. Working with member states, educators, and experts in the field, the Consortium is developing a variety of accessibility tools and accommodations options to allow virtually all students to demonstrate what they know and can do.
The sample items do not display the full array of accessibility and accommodations features that will be included in the operational assessment system—including tools to address visual, auditory, and physical access barriers, as well as the unique needs of English language learners. Over the next several months—guided by the Consortium’s Accessibility and Accommodations Work Group and advisory committees for English language learners and students with disabilities—Smarter Balanced will finalize the accessibility tools and accommodations options available through the test interface.
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