Modification and Development of Proficiency Tests for Visually Handicapped Senior High School Students

Abstract

This article describes how proficiency tests administered to senior high school students in the Los Angeles Unified School District were modified for visually handicapped students with the aid of a committee composed of experts in the fields of education and blindness, students, and parents. The authors discuss (1) the legislative mandate for the revisions, (2) concerns with the validity of administering the regular tests to visually handicapped students, (3) the committee's resolution of controversial issues, (4) its recommendations concerning proficiency tests in general and the SHARP and WRITE tests in particular, and (5) the procedures followed to develop, modify, and field test the SHARP.