Assessment content may be accessed through physical scale models or computer-generated model. Information is "chunked" into smaller elements, leading up to more comprehensive items.
Assessment content provides no option to organize information outside of text descriptions. Items presented in isolation provide no opportunity for learner to build to more complex constructs.
Consider how students with visual impairments or communication support needs can interact with a computer-generated model onscreen. Graphic organizers or other data organizers (e.g., story webs, concept mapping) should reflect only the most pertinent information so students can access the organizer via alternate text. Provide physical representations when possible for students with visual impairments.