T A M I

Test Accessibility and Modification Inventory

Purpose
The Test Accessibility and Modification Inventory (TAMI)TM is an evaluation tool that is
designed to facilitate a comprehensive analysis of tests and test items for the purpose
of enhancing access and meaningful responses from all students. The inventory is
divided into two parts: Item Analysis (pages 2-3) and Computer-Based Test Analysis
(pages 5-6). The first part is organized into six categories based on the key elements of
a test item (highlighted with an example on page 4). The second part is organized into
four sections based on the key dimensions of computer-based tests.
Many existing tests and test items can be improved with regard to accessibility, content
relevance and difficulty, and fairness. By using the TAMI systematically, new and
existing tests and test items can be improved to enhance testing practices for students.

Peter A. Beddow, Ryan J. Kettler, & Stephen N. Elliott

VANDERBILT UNIVERSITY

Copyright 2008 Vanderbilt University. All rights reserved.

 Item Analysis

Directions for Rating Items

1. On the accompanying TAMI Item Accessibility Worksheet, record the the name and/or purpose of the
test, the rater’s name or ID number, and the date.
2. Record the number and content area of the target item and briefly describe the construct (i.e.,
performance objective or skill) the item is designed to measure.
3. Read the Item Analysis category descriptions on pages 2-3 (below). On the TAMI Item Accessibility
Worksheet, circle the rating that best describes the overall accessibility of the item for that category:
0 = Not Accessible; 1 = Minimally Accessible; 2 = Moderately Accessible; 3 = Maximally Accessible
4. Beside each rating, record any specific areas that could be improved (e.g., 1.1, 1.2).
5. Place the sum of your item ratings in the Total Item Accessibility Rating box.
6. Record any specific recommendations for improving the item in the box below the Total Item
Accessibility Rating.

Not Minimally Moderately Maximally

0= Accessible 1= Accessible 2= Accessible 3= Accessible

1. Passage / Item Stimulus 2. Item Stem

1.1 Passage and/or item stimulus vocabulary and sentence 2.1 Item stem reflects intended content standard(s) and/or
complexity are grade-appropriate. objective(s).
1.2 Paragraphs are appropriate in length. 2.2 Text includes all requisite information for responding.
1.3 Each line in poems is numbered.
2.3 Text includes only words essential for responding to the
1.4 Idioms or jargon are avoided (unless they are defined and
item, with minimal extraneous verbiage.
related to the item content).
2.4 Readability analyses indicate appropriate grade level.
1.5 Sentence structure is as simple as possible given the
construct being measured. 2.5 Item vocabulary and sentence complexity are grade-
1.6 Text includes only words essential for responding to the appropriate.
item(s), with minimal extraneous verbiage. 2.6 Item stem is as direct as possible and uses the active
1.7 Essential words or vocabulary terms use bold font to voice.
facilitate identification. 2.7 Idioms or jargon are avoided (unless defined and related
1.8 Readability analyses indicate appropriate grade level. to the item content).
1.9 Passage or stimulus does not require construct irrelevant
2.8 Essential words or vocabulary terms use bold font to
knowledge and skills for item response.
facilitate identification.
1.10 Passage and/or stimulus is viewable on the same page
2.9 Item stem is positively worded (i.e., avoiding not
as visuals, item stem, and answer choices.
1.11 Other: ___________________________________________ questions).
2.10 When the item references a specific part of a passage or
poem, the relevant sentence or excerpt is included with

Definition of the item stem.

2.11 Other: ___________________________________________
Accessibility
1 Not all items include visuals. If an item has no visuals and no
The extent to which an environment,
system, or product eliminates barriers and visuals are required, rate the item as maximally accessible (3)
for Visuals. If an item has no visuals but visuals are needed,
permits equal access to all components and
rate the accessibility of the item based on the extent to which
services for all individuals. visuals are needed to enhance the accessibility of the item.

T A M I Copyright 2008 Vanderbilt University. All rights reserved. PAGE 2

 Item Analysis

3. Visuals1 Goals of Modification

3.1 Visuals are included when necessary.
1. Increase access for all test takers;
3.2 Visuals are relevant to essential item content. 2. Remove extraneous material;
3.3 Visuals are connected to the text (e.g., pictures, 3. Maintain the same depth of knowledge;
graphics, direction icons). 4. Improve efficiency;
3.4 Visuals clearly represent intended images. 5. Increase validity of inferences from test
3.5 Visuals use colors with sufficient contrast. results.
3.6 Visuals convey information using more than distinctions
between colors.
5. Page / Item Layout
3.7 Essential words or vocabulary terms use bold font to
5.1 All text is printed in standard typeface, using a minimum
facilitate identification.
of 12-point text.
3.8 Visuals include labels and supportive text if necessary
5.2 There is sufficient space between lines (leading).
(e.g., titles, row and column headers for graphs). 5.3 There is high contrast between text and background
3.9 Circles, arrows, or highlighting are used for important colors.
elements of visuals. 5.4 All text can be read in a traditional, left-to-right, top-to-
3.10 Supportive text is located close to related visuals. bottom way, with consistent left-margins.
3.11 When visuals are self-explanatory, words are not 5.5 Text is formatted appropriately with regard to breaks and
added. unbroken blocks.
5.6 The entire item (stimulus, visuals, stem, and answer
3.12 Other: ___________________________________________
choices) is visible on the same page/screen.
5.7 Page includes ample white space to prevent the item
4. Answer Choices2 from appearing cluttered.
4.1 Text includes only words essential for responding to the 5.8 Right margin is unjustified (staggered).
item, with minimal extraneous verbiage. 5.9 Visuals are integrated into the item stimulus and item
4.2 Answer choices are about equal in length. stem, rather than placed off to the side.
4.3 All distractors are plausible (“attractors”). 5.10 Other: ___________________________________________
4.4 All answer choices (of a multiple choice item) are
necessary.2 6. Fairness
4.5 No distractors could be eliminated without reducing the 6.1 Item content shows respect for different groups as
validity of the inference(s) intended by the item.2 defined by societal roles, beliefs, ethnicities, genders,
disabilities, etc.
4.6 The order and construction of the answer choices are
6.2 Item does not require construct-irrelevant knowledge
logical and deliberate.
and skills that may make the item more difficult for
4.7 Other: ____________________________________________
some test-takers regardless of the construct being
measured.
2 The body of research on multiple-choice items indicates the 6.3 Item avoids material that may unnecessarily evoke
optimal number of answer choices usually is three. When emotion or controversy.
reducing the number of distractors of an item, the least- 6.4 Item uses appropriate terminology to describe
selected choice should be removed unless an implausible or
individuals and groups.
unintentionally misleading choice would remain.
6.5 Item avoids stereotypes, overgeneralizations, and
Source: Rodriguez, M.C. (2005). Three options are optimal for
multiple-choice items: A meta-analysis of 80 years of research. oversimplifications when characterizing individuals and
Educational Measurement: Issues and Practice, 24(2), 3-13. groups.
6.6 Other: ____________________________________________

T A M I Copyright 2008 Vanderbilt University. All rights reserved. PAGE 3

 Anatomy of a Test Item

Mr. Murphy uses his car to get to work ITEM STIMULUS

three days each week.

20 miles
VISUAL

OVERALL
PAGE & ITEM
LAYOUT How many miles does Mr. Murphy drive ITEM STEM
to and from his job each week?

A. 60 miles
B. 120 miles ANSWER CHOICES
key (B) and
C. 200 miles distractors (A and C)

Depth of Knowledge (DOK)

Depth of Bloom’s
Level Knowledge Definition / Characteristics Taxonomy

Recall facts, definitions, information, concepts, or

1 Recall procedures; one correct response; one step. Knowledge

Basic reasoning; apply information or conceptual Comprehension

2 Skills & Concepts knowledge; one correct response; two or more
steps. & Application

Complex reasoning; apply conceptual knowledge

3 Strategic Thinking to draw conclusions, solve problems, or evaluate
solutions; more than one correct response.
Analysis

Analysis and integration of knowledge and skills Synthesis &

4 Extended Thinking from multiple sources; may include selection,
design, prediction, measurement, evaluation, etc. Evaluation

T A M I Copyright 2008 Vanderbilt University. All rights reserved. PAGE 4

 Computer-Based Test Analysis

Directions for Rating Computer-Based Tests

1. On the accompanying TAMI Computer-Based Test Accessibility Worksheet, record the the name
and/or purpose of the test, the rater’s name or ID number, and the date.
2. Read the Computer-Based Test Analysis category descriptions on pages 5-6 (below). On the TAMI
Computer-Based Test Accessibility Worksheet, circle the rating that best describes the overall
accessibility of the test for that category:
0 = Not Accessible; 1 = Minimally Accessible; 2 = Moderately Accessible; 3 = Maximally Accessible
3. Beside each rating, record any specific areas that could be improved (e.g., 1.1, 1.2).
4. Place the sum of your test ratings in the Total Test Accessibility Rating box.
5. Record any specific recommendations for improving the test in the box below the Total Test
Accessibility Rating.

Not Minimally Moderately Maximally

0= Accessible 1= Accessible 2= Accessible 3= Accessible

1. Test Delivery System

1.1 Test-delivery system (login, user selection, test selection, test navigation, response selection) is intuitive and user-friendly;
1.2 Test delivery system requires no extraneous input.
1.3 Navigation is clear, intuitive, and easy to learn.
1.5 Navigation and response selection requires only a pointing device (e.g., a mouse) or a touch screen.
1.6 Alternative input methods are available for test-takers with special needs (e.g., speech recognition or a touch screen for
test-takers who are not able to operate a mouse).
1.6 Icons are of sufficient size to permit navigation and response selection with minimal manual dexterity.
1.7 All navigation and item selection icons include text labels.
1.8 Icons and text make sense out of context (e.g., Go to the next question rather than Click here.)
1.9 Visual feedback is given for all successful input (i.e., an animation or other indicator).
1.10 Font size can be increased or decreased with one click without accessing menus.
1.11 A zoom function is available for all item elements.
1.12 An on-screen indicator of test progress is available.
1.13 For timed tests, an on-screen clock is available.
1.14 Pop-up translations and definitions of key words or phrases are available when such assistance does not affect test
validity.
1.15 Progress is saved automatically after each completed item.
1.16 There is an option for the test-taker to quit and return to the same place after breaks.
1.17 Naviation system includes the ability to return to any item within the test or test section at any time.
1.18 System permits test-takers to create persistent marks to the extent they are permitted on a paper-based equivalent test.
1.19 Access to other functions (e.g., email, web browsers, instant messaging) is restricted.
1.20 Other: ___________________________________________

T A M I Copyright 2008 Vanderbilt University. All rights reserved. PAGE 5

 Computer-Based Test Analysis

2. Test Layout
2.1 Layout of page, passage, stimulus, stem, and answer choices is consistent throughout the test.
2.2 Pages are designed to draw attention toward on-screen elements necessary to complete test items.
2.3 Pages contain sufficient blank space so as not to appear cluttered.
2.4 Passages, stimuli, or visuals that are paired with multiple items remain on the screen for each item.
2.5 When item passages and/or stimuli cannot fit on the same page as visuals, item stems, and answer choices, each
element can be viewed with one click.
2.6 Other: ___________________________________________

3. Training
3.1 System includes a training module to familiarize test-takers with login, user selection, test selection, test navigation, response
selection, and other essential elements.
3.2 Test-takers are trained in the test-delivery system prior to the actual test event.
3.3 Other: ___________________________________________

4. Audio
4.1 Audio is used only when text and/or visuals require narration or explanation to facilitate access to essential item content.
4.2 Audio is not used to narrate lengthy text passages when no visual is present (except to accommodate test-takers with
visual impairment).
4.3 Whenever possible, audio supplements item text and/or visual content, rather than duplicating it.
4.4 Test-takers may point-and-click on individual words to be read aloud at any time during item completion to facilitate
access to item content.
4.5 Audio supports text and visuals and is not used alone for content that may need to be referenced during completion of
items.
4.6 Audio and corresponding text are presented sequentially rather than simultaneously to minimize redundancy and
cognitive load.
4.7 Computer has adjustable volume.
4.8 Headphones are available to facilitate hearing and focus.
4.9 Unnecessary audio (i.e., beeps, system sounds) is eliminated.
4.10 Other: ___________________________________________

The TAMI was developed by Peter A. Beddow, Ryan J. Kettler, and Stephen N. Elliott of
Vanderbilt University as part of a USDE Enhanced Assessment Grant (S368A060012) project in
the Consortium for Alternate Assessment Validity and Experimental Studies (CAAVES).
Resources on universal design and test fairness from the National Center on Educational
Outcomes and the Educational Testing Service were influential in the development of this item
design and evaluation tool.
For more information about the development of the TAMI and to request copies, please visit the
TAMI web page at the Learning Sciences Institute, Vanderbilt University.
[Link]

T A M I Copyright 2008 Vanderbilt University. All rights reserved. PAGE 6

 Item Accessibility Worksheet

Directions for Rating Items

1. Record the the name and/or purpose of the test, the rater’s name or ID number, and the date.
2. Record the number and content area of the target item and briefly describe the construct (i.e.,
performance objective or skill) the item is designed to measure.
3. Read the Item Analysis category descriptions on pages 2-3 of the accompanying inventory. Then
circle the rating that best describes the overall accessibility of the item for that category:
0 = Not Accessible; 1 = Minimally Accessible; 2 = Moderately Accessible; 3 = Maximally Accessible
4. Beside each rating, record any specific areas that could be improved (e.g., 1.1, 1.2).
5. Place the sum of your item ratings in the Total Item Accessibility Rating box.
6. Record any specific recommendations for improving the item in the box below the Total Item
Accessibility Rating.

Test Name: Rater:

Date:
Content Area / Item #: Grade Level: Target Construct(s) / Skill(s):

CATEGORY: RATING: RECOMMENDED ITEM MODIFICATIONS:

Passage / Item Stimulus:
1. Passage / Item
Stimulus
0 1 2 3
Item Stem:
2. Item Stem 0 1 2 3
Visuals:
3. Visuals 0 1 2 3
Answer Choices:
4. Answer Choices 0 1 2 3
Page / Item Layout:
5. Page / Item Layout 0 1 2 3
Fairness:
6. Fairness 0 1 2 3
Overall:
Total Item Accessibility Rating:
(Possible Range: 0 - 18)
Integrated Summary of Recommended Item Modifications:

Final Changes:

For copies of this page, please visit the TAMITM web page at:
T A M I Copyright 2008 Vanderbilt University. All rights reserved. [Link]
 Computer-Based Test Accessibility Worksheet

Directions for Rating Computer-Based Tests

1. Record the the name and/or target construct of the test, the rater’s name or ID number, and the date.
2. Read the Computer-Based Test Analysis category descriptions on pages 5-6 of the accompanying
inventory. Then circle the rating that best describes the overall accessibility of the test for each
category:
0 = Not Accessible; 1 = Minimally Accessible; 2 = Moderately Accessible; 3 = Maximally Accessible
3. Beside each rating, record any specific areas that could be improved (e.g., 1.1, 1.2).
4. Place the sum of your test ratings in the Total Test Accessibility Rating box.
5. Record any specific recommendations for improving the test in the box below the Total Test
Accessibility Rating.

Test Name / Target Construct(s): Grade(s): Rater:

Date:
CATEGORY: RATING: RECOMMENDED TEST MODIFICATIONS:
Test Delivery System:
1. Test Delivery System 0 1 2 3

Test Layout:
2. Test Layout 0 1 2 3

Training:
3. Training 0 1 2 3

Audio:
4. Audio 0 1 2 3

Overall:
Total Test Accessibility Rating:
(Possible Range: 0 - 12)

Integrated Summary of Recommended Test Modifications:

Final Changes:

For copies of this page, please visit the TAMITM web page at:
T A M I Copyright 2008 Vanderbilt University. All rights reserved. [Link]