Read the test to ensure that the test level is at the grade level of student being assessed. While the reading level is part of the assessment, it is important that the test assess the range of the students' abilities, which should include the lower percentile learners of the class.
Identify any words that may be difficult for the test-taker and plan that students can be helped, such as making a list of synonyms for possible trouble words, or offering a set number of definition hints to students. These accommodations and modifications should be made based on English language abilities. This step will work towards bringing fairness towards English as a Second Language (ESL) students and others who struggle with reading and vocabulary.
Identify culturally sensitive questions that some first-generation or second-generation children in immigrant families may not understand. This can include questions about history or traditions that may not be included in their familial experience. These questions should be adapted to fit the demographics of each classroom while still covering the necessary information.
Identify socially-sensitive questions that some students may not have had the opportunity to come in contact with. Classrooms with low-income children need to be especially aware of this, as some students have not had the chance to take part in as many extra-curricular activities as their peers from a higher income bracket. Specifically, look for anecdotal questions to ensure that students would be able to properly understand the anecdote.
Identify gender-specific questions that may leave one gender at a disadvantage in answering. While these questions can be used to identify different skills of students, it can also leave one gender at a disadvantage, specifically in classrooms with immigrant children who may come from families that have different gender role expectations. These questions do not necessarily need to be changed, but should be identified on results lists, and accommodations made on an individual basis.