Question

A public-school assessment is intended to measure students' ability to infer implicit meanings in English texts. A student with a significant fine-motor impairment understands the texts but loses substantial testing time because every response must be handwritten. The school considers permitting the use of a word processor without changing the texts, inference questions, scoring criteria, or allotted cognitive demands. From an assessment-validity perspective, which interpretation is appropriate?

Accepted Answer

D) The accommodation may reduce construct-irrelevant variance by removing a motor-production barrier that is not part of the intended reading-inference construct.

Answer

A) The accommodation changes the target construct from reading to digital literacy because any technological mediation introduces an additional competence into the score interpretation.

Answer

B) The accommodation produces construct underrepresentation because typing excludes handwriting, which constitutes an intrinsic component of inferential reading ability.

Answer

C) The accommodation compromises criterion validity because comparable assessment requires every student to perform the same observable motor actions during response production.

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