Testing Accommodations

The method to apply accommodaions for an assessment in Canvas depends on the quiz style used - either the classic Quizzes or the newer style called New Quizzes. See a full comparison of Classic Quizzes and New Quizzes.

If you use Quizzes (not New Quizzes), see these instructions for adding extra time for the regular Quizzes-style quiz in Canvas.

If you use New Quizzes, see these instructions for adding accommodations for a 'New Quizzes'-style quiz in Canvas.

Students should request extended time only if their disability causes them to work more slowly than other students. If a student is usually able to complete exams in the allotted time, or if the student’s inability to complete exams is not related to a disability, then extended time should not be requested.

Extended testing time does not entitle a student to extra or extended breaks, or to have listening questions on foreign language assessments repeated. These are separate accommodations which must be reviewed and must be justifiable in receipt of the documentary evidence available.

Remember, as with all accommodations, additional testing time is used as a reasonable accommodation to provide students with a disability equal access to the assessment. The provision of extended testing time does not guarantee a student will be able to complete the test and failure to complete a test cannot be used alone to justify this accommodation. This is because, in classes where tests are timed, non-disabled students may or may not be able to complete the assessment within the time allowed without extended time.

The accommodation of "extended time" applies to all timed tests, exams, quizzes, and pop quizzes. Instructors may find the "extended time" accommodation straightforward for tests and exams, but may be stumped when considering this accommodation with in-class quizzes and pop-quizzes.

Here are some possible options:

• Give the quiz at the beginning of class and permit the student to begin the quiz earlier than the rest of the class
• Allow the student to take the quiz in a previously agreed upon location near the classroom. The student would return to class after the extended test time.
• Schedule the quiz at the end of the class and allow the student additional time after class to complete the quiz.
• If the test has four questions and you allow the class ten minutes to take the quiz, grade the student on two questions or three questions, depending upon whether the student is entitled to time and a half or double time.
• Vary how you obtain pop-quiz information from students by:
  • conducting a class quiz on the screen/projector and discuss the answers with the whole class
  • conducting an in-class, small-group question and answer session
  • have students obtain the answers as a group and report to back to the class
• Give extended time to all students. The most common extended testing time accommodation is +50% so you could plan for a 10 minute quiz to take 15 minutes or if you have a student with +100% extended testing time in class plan for the quiz to take 20 minutes.
• Have all students take the pop quiz without extended test time, but pro-rate or disregard the grade (count as participation)
• ​Note that some of these options draw attention to the student who is being accommodated. If one of these options is being considered, it is important to ensure that the student is comfortable with this in advance.

Alternatively:

• Ask the student to come to your office for an oral pop quiz
• Make the quizzes more difficult, but take-home for everyone
• Send out questions via e-mail at a set time prior to class for the students to complete prior to the beginning of class time
• Administer the quiz via Sakai (see instructions above on how to provide extended time for a student).
• If you plan to use pop quizzes, the best way to avoid awkward situations is to communicate early in the semester with the student who needs extended time. Together you can develop a workable solution for everyone involved.
• Remember, implementation of accommodations is negotiable, but if an accommodation is not provided you must document your decision and be prepared to justify why it was not provided.

Some students find that the accommodation of a small group setting helps to reduce distractions. ARS can offer such a setting.

There is a wide range of assistive technology resources which can assist with the presentation of exams when a student has difficulty reading a standard paper, including magnification and text to speech software. In addition, there is a wide range of assistive technology resources students can use to support the completion of exam scripts including speech to text, on-screen supportive software, and alternative access devices.

Many multiple-choice tests are completed by students using a Scantron/bubble sheet. Some students have difficulties with such a method and need an alternative. ARS can work with students and instructors to determine an appropriate alternative - the most common is to just circle the answer on the test paper.

Alternative testing format examples include large-print test papers, captioned videos, or orally described artifacts.

Some students may need extra breaks instead of, or in addition to, extended time. A stopped clock provides a student with an opportunity to step away from the test setting to regroup or attend to a disability or medical need, and then to re-engage with the exam with no time penalty. Ordinarily this should be for no more than 10% of the total testing time (original time plus extended time) but some students will have a stopped clock accommodation with a greater allowance specified.