25 Test Selection Overview
Key points
Standardized tests were developed to be used with individuals who are sighted. Collaborate with the Teacher of the Visually Impaired (TVI) to select tests and determine appropriate test accommodations or modifications. Document any breaks from standardized procedures in your report. Consider whether qualitative interpretation would be more meaningful and appropriate. Remember that standardized tests are only one part of your assessment. Evaluations should also include reviewing records, observing the student, and gathering information from parents and teachers.
General guidelines for test selection
Reflect on the following questions and topics when building your test battery (California School for the Blind Assessment Center team, n.d.).
- How does vision impact the specific child’s access to the specific test or part of the test?
- Considering the child’s vision, is the test evaluating the skill it was intended to measure?
- How does vision impact the development of the skill being assessed? Think about what we discussed regarding concept development and how it might affect the student’s background knowledge related to the test.
- Select tests that are accessible without adaptations or modifications whenever possible. If tests need to be modified, they should not be scored or used to make decisions. However, the student’s performance on modified tests can offer important clinical insights.
- Instead of relying on the test names (e.g., “Verbal IQ” on the Standford Binet, which involves responding to some visually complex pictures), consider the specific tasks involved.
- Exercise caution with tests that require using small manipulatives.
List of tests and subtests presented auditorily
Tests with solely auditory stimuli usually do not need administration modifications for blind or low vision youth; however, reviewing the test item content aids in analyzing potential performance impacts from vision (e.g., limited incidental learning opportunities affecting concept development). The Cognitive and Processing Subtests to Consider for Assessing Students with Visual Impairments handout provides information about subtests primarily administered verbally or with audio files (Nguyen, 2024).
Should I give tests that rely on vision?
Yes, when the student uses vision for learning and has adequate vision for the specific test. Visual learning and processing are stronger for some students than verbal analogs! If the student can do a test but it is visually challenging, you may want to try it, using adaptations or modifications if needed. If the student does well, this tells you about their strength. However, if the student does not do well, you cannot interpret that as an area of weakness. For example, a low score on the Processing Speed subtests of the WISC may tell you more about how fast a student can manage a visually challenging worksheet rather than anything about their mental processing speed.
References
California School for the Blind Assessment Center Team. (n.d.). Frequently asked questions (FAQs) – consultation. California School for the Blind. https://www.csb-cde.ca.gov/outreach/assessmentcenter/faqs.aspx
Nguyen, M. (2024). Cognitive and processing subtests to consider for assessing students with visual impairments [Webinar handout]. California School for the Blind. https://docs.google.com/document/d/e/2PACX-1vRfRb40QLIjtroZHLjsQNUrnC2rcwIRaFGAl_mDtLqRMUX397olOSfE7WTG0DrtB9Ht1MFa95T_FMUw/pub
