Exam Time!

by Dora Raymaker · 2009-05-10 17:58:00 UTC
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closeup of the following items, top to bottom left to right: a notebook, two calculators, a plastic bag, pens, a pencil and a ruler, a portable CD player, four batteries; in the center is two column exam looking page (unreadable)I've heard from various university-connected people that it's exam time--either exams just happened or exams are about to happen. This upcoming week I'm thinking about exams too as I write my comprehensive exam proposal which will (hopefully) lead to completion of my masters degree in systems science. Writing my proposal doesn't just mean a statement of intent and topic and materials list however--it also means figuring out how the heck to get an equal shot at doing well on these Very Important Exams given my own particular set of, er, "learning issues" that grossly disadvantage me in an exam setting.

Therefore--this post--for self-advocates, what is it that gets you through academic exams? For teachers, parents, professionals, what tips do you have for self-advocates needing to get through exams? Graduate, undergraduate, high school, any sort of exams at all!

Some Exam Accommodations Dora Has Heard About or Used Herself

Sensory-Related

  1. use a quiet area for exam
  2. use a private exam room

  3. use head phones, ear plugs, white noise generators, or other assistive technology for reducing auditory stimulus

  4. use non-florescent lighting, or other accommodations for reducing visual stimulus

  5. bring food, water, stim toys, or comfort items into the exam

  6. ensure a sensory-friendly exam environment

Timing-and-Placing

  1. add time-and-a-half or double-time to exam duration

  2. take breaks during exams

  3. split a long exam into several shorter exams

  4. take exams online either at school or at home

  5. do in-class exams as take-home exams

  6. substitute additional classwork for exam requirements

Semantics, Pragmatics, and Exam Formats

  1. modify exam instructions, for example specifying answer formats (e.g., answer with one, two, or three sentences)

  2. have an instructor available to answer questions about the exam instructions or format

  3. modify the type of exam questions, for example multiple choice instead of essay or vice-versa

  4. re-take exams or otherwise demonstrate competency if exam instructions were misunderstood

  5. enter exam answers into a computer (good for both fine motor / handwriting issues and for non-linear thinkers)

  6. make sure practice tests are identical in format to actual tests (no surprises!)

For Specific Learning Disabilities and Other Processing-Related-Things

  1. use calculators, spell checkers, screen readers, or other assistive technology to compensate for specific learning disabilities

  2. modify grading criteria around specific learning disabilities, for example don't take points off for spelling errors or hand writing if an individual has a learning disability in that area

  3. put only one question on each page of the exam

  4. don't use bubble-sheets or similar response formats if there are visual processing difficulties

  5. allow scratch paper

Navigation and Consistency

  1. have an assistant help with navigation to testing areas

  2. become familiar with the testing environment prior to the test

  3. use a consistent room for testing for all exams

What else?

Dora Raymaker
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