The student is tasked to preview and choose Preferred Font Sizes, Line Spacing, Contrast Levels, and preferred Color Themes. Data is calculated based on chosen preferences and settings, the number of changes made, and reading fluency metrics.
AT Implications: Visual overlays, customized browser settings, reader view software, and ideal visual settings for higher performance.
Evaluates a student’s ability to use Voice output as a means of supporting written content. In this subtest, students are prompted to review various assistive modes, from voice, rate, pitch, and more, to find the ideal auditory measure to support students.
AT Implications: individualized auditory settings and text-to-speech (TTS) to support literacy and accessibility.
The Mouse Control Test evaluates a student’s ability to navigate and interact with digital content using a standard mouse, trackpad, joystick, or alternative pointing device. Results from this assessment help determine the student’s motor precision, visual-motor coordination, and ability to use standard input devices.
AT Implications: Finding the appropriate mouse selection enhances computer and device navigation.
Students complete activities that involve dragging items to designated targets and performing directional taps (left, right, up, down). Data measures include the number of correct and incorrect taps, selection time, and indicators of motor precision. Results may inform the need for input supports such as a stylus, optimized touch interfaces, or alternative access methods like switch control.
AT Implications: Adaptive stylus, direct selection accuracy, and alternative modes of selections.
This subtest evaluates the student’s ability to engage with math tasks in a digital format using assistive technology. Tasks include solving problems through direct selection, drag-and-drop, or typed responses. Data collected includes response accuracy, selection time, and access method.
AT Implications: Results help determine whether supports such as math-specific tools, visual aids, or alternative access methods (e.g., voice input or switch access) are needed to ensure equitable access to math instruction.
This subtest assesses the student’s ability to use speech recognition technology to generate written output. The student was prompted to read or speak a series of words, phrases, and sentences aloud while speech-to-text software transcribed their spoken language in real time. Targeted training in voice commands, punctuation, and speech clarity will be recommended. Additionally, environmental adjustments—such as a quiet workspace or the use of a noise-canceling microphone—can help improve transcription accuracy. Pairing speech-to-text with visual supports, like real-time highlighting, may also enhance feedback and support self-correction.
The student is asked to complete a timed typing task using a short passage to assess keyboarding proficiency. Metrics include words per minute (WPM), typing accuracy percentage, most frequently missed keys, and the number and type of error corrections made. The subtests include assistive modes by increasing the sample text size and TTS tools.
AT Implications: Results may indicate the need for alternative input methods such as an on-screen or modified keyboard, predictive text support, spelling & grammar tools, or switch-based typing systems
The Written Expression subtest measures a student’s ability to generate written language using digital tools. Students complete short, leveled writing tasks that assess idea generation, spelling, organization, sentence structure, and the physical act of typing or text production. This subtest also identifies barriers such as slow typing speed, difficulty with mechanics, or challenges in forming complete thoughts.
What this subtest measures:
Ability to compose sentences and short paragraphs
Spelling, grammar, and sentence structure
Keyboarding stamina and written output
Use of writing supports (spell check, word prediction, speech-to-text)
Executive functioning during writing tasks (planning, organization, staying on topic)
What the results tell you:
Data from this subtest helps determine whether a student may benefit from:
Speech-to-Text for writing
Word prediction or spelling supports
Graphic organizers or structured writing scaffolds
Reduced writing load or alternatives to traditional written output
Typing instruction or alternative input methods