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What is Let’s Go Learn’s Policy on Test Accommodations

Overview:  Given the nature of Let’s Go Learn assessments, test accommodations generally will have more flexibility based on the discretion of the resource teacher or the district policy.  DORA, ADAM, and DOMA are diagnostic assessments meaning their data is generally not used for high-stakes accountability.  As a result, if the student’s accommodation calls for the allowance of a calculator during a math assessment, Let’s Go Learn allows this accommodation to be made and does not have any strict policy again a teacher or administrator making this decision.  Scores are not rolled up into a normalizing algorithm which in the case of a high-stakes assessment might restrict scores with accommodations from being used.

By the nature of being a computer adaptive assessment, the hardware upon which a student will be tested will provide additional accommodation for students with particular needs. Let’s Go Learn does not have any policy again teachers using any specialized computer, audio, or visual equipment as long as it is in fulfillment of the student’s accommodations.

Built into Let’s Go Learn assessments are the following features:

  • Repeat audio buttons:  Allow students to have audio played again at their discretion
  • Non-timed silent reading:  By design passages in the DORA assessment are non-timed.  This means students who require more time to read are automatically given as much time as needed to read any passage.  
  • Scaling of questions on the screen:  All test questions and responses scale to the monitor resolution.  Thus, students whose accommodation may be visual and are using special computer equipment, our test questions and answers will scale in size to the monitor and/or browser window.
  • Reading of math word problems:  The ADAM assessment reads all sentences or paragraphs aloud to the student.  This not only controls for a reading bias but also provides audio support for student with reading issues such as some forms of dyslexia.  This is built into the assessment and does not need to be turned on.

Conclusion:  Because Let’s Go Learn assessments are diagnostic, the practice is for teachers to use the sub-test data to come up with a prescriptive path for each student in the area of reading and mathematics.  Therefore, making adjustments to the assessment is generally not necessary.  For some students certain sub-tests may not be as informative based on the student.  Therefore, the practice is for teachers to be taught the nature of each sub-test which Let’s Go Learn staff does do in its “Data Interpretation” trainings.  Then teacher can use the information as they see fit for their individual students. 

 

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