Fall 2012
 Readers
and Scribes help in the Alternative
Testing “arm” of CSD.
 Alternative Testing is an accommodation for
some students. It can include: extended
time for tests, taking tests in a lowdistraction environment, having the test
read, etc.
 Students
who have been approved for
Alternative Testing services will use the
ePurple slip system. This is the way students
request to take a test at CSD.
 Patty
Beran, Testing Coordinator, then
schedules Readers and Scribes for those
students needing them.
 Patty
will contact Readers/Scribes via email
to see if they can read/scribe a test.
 You
will read tests to students.
 It is important to remember the
following:
 Take
all directions from the student.
 Read the question number for each test
question.
 Read all the letters for multiple choice
test answer options.
 Ability to read aloud clearly, at a normal
pace, and with good pronunciation.
 Familiarity with the words, terms,
symbols or signs that are specific to the
test content.
 Ability to follow instructions to read,
verbatim, only the words in the test
book or on the screen, without changing
or adding words or assisting the test
taker in selecting a response.
Being a Good Reader continued…
 Willingness to be patient and to
understand that the test taker may need
many test questions repeated several
times.
 Ability to work with the test taker
comfortably and compatibly without
creating unnecessary pressure or
unrealistic expectations.
 If you are unsure of how to pronounce a
word, advise the test-taker of your
uncertainty about the word and spell it.
Being a Good Reader for Multiple Choice
Tests:
 Be particularly careful to equally stress
each response option and read all of them
before waiting for a response. The test
taker will record the answer or provide the
answer to the scribe, who will record it for
the test taker.
Information on being a good reader from:
http://www.ets.org/disabilities/test_reader/
 You
will write for students on tests.
 It is important to remember the following:



Take all directions from the student.
Write exactly what the student says (even if it is
grammatically incorrect).
You may want to read back what you wrote. This
makes sure you have written what the student
wants and it can draw attention to grammatical
errors (don’t change your voice pattern at all, just
reading aloud may help the student identify any
adjustments he/she wants to make)



A scribe may respond to questions such as,
"Where are we on my outline?" by pointing to and
reading the outline.
The scribe should ask for the spelling of
commonly misspelled words and homonyms such
as "to, two, and too," or "there, their, and
they're."
If the test taker uses a word that is unfamiliar to
the scribe or a word that the scribe does not
know how to spell, the scribe should ask the test
taker to spell it.
When scribing a test with MultipleChoice Questions
Sometimes a test taker, because of his or her
disability, has trouble speaking clearly or distinctly.
The writer/recorder should confirm the test taker's
response. If the writer/recorder cannot understand a
test taker's speech pattern, or it is barely audible,
large cards, each indicating one of the four or five
test options, can be used. The test taker can then
choose the appropriate card.
Some Information from:
http://www.ets.org/disabilities/test_reader/
 You
should never – in any way- assist the
student with answering specific test
questions (other than simply reading or
scribing)
 This violates the university’s academic
integrity policy!
 You can’t define words, help with math,
etc. If you have any questions about what
you can/can’t do, see the proctor who is
working or Patty Beran.
Patty Beran
Testing Coordinator
Center for Students with Disabilities
2002 - Andersen Library
beranp@uww.edu
262-472-4711