Michael,
For students with learning disabilities, the issue is often processing time. For students who are blind, working through assistive technology, the issue may be that it simply takes longer to have the extra step in there. For students with physical disabilities (like cerebral palsy), the extra time may be needed because everything takes more time, more effort. But whatever the reason, providing the extra time is appropriate.
Dr. Jane Jarrow
Dr. Jarrow,
In response to your question, no, there is no correlation with the amount of time given for an assignment and student performance among studentswho do not have disabilities. The extra time for students with disabilities is beneficial as it allows them the time to process the information.
Mike
Gary,
We usually get the argument from folks that "everybody would do better if they had extra time." But as you suggest, that is not always true. For some students, giving them more time can be very problematic. Either it provides way too much time for them to second-guess themselves and change correct answers to something else, or it gives them more time to fill and they feel obligated to fill all the time given -- so they write FOREVER! GRIN
Dr. Jane Jarrow
Not necessarily. Simply because someone asks for an accommodation, that does not mean that this accommodation will benefit all students. Some students actually test better with less time. We need to make accommodations based on students disabilities, and their particular request.
Kristin,
Extra time on a pencil-and-paper test (or even an online test done on a keyboard!) is almost always justifiable. But when the assessment is of a practical skill, whether it be applying a tourniquet, responding appropriately to a chemical spill, or giving someone a permanent, the element of time may, indeed, be a legitimate part of the assessment. That isn't always true. Sometimes there are time limits set on practical assessments out of convenience or tradition (like the demand for minimum typing speed in an office administration curriculum -- no one is going to die if you type 40 wpm instead of 50!).
Dr. Jane Jarrow
Is the purpose of timed testing to determine how quickly a student can recall or apply what they have learned?
If it is just to test the student's knowledge, I agree with the previous comments that additional time won't make a difference to a student who didn't study. I did find the practical medical exam example in the reading interesting though, as it pointed out that there are times when additional time on a test is not permissable.
Cynthia,
And let's not forget the students with learning disabilities!
Dr. Jane Jarrow
It would not make a difference for most students. However, it makes all the difference in the world to a student with an anxiety disorder, autism, or ADHD.
Gil,
I am not sure whether I agree with you or not, because I am not sure whether you are talking about ALL students, or specifically about students with disabilities. Are you suggesting that the only reason students with disabilities need extra time is because they lack preparation? I'd have to argue that point with you. But if the suggestion is that nondisabled student wouldn't do any better with extra time if they were not prepared, it rings true.
Dr. Jane Jarrow
I would say that if you have not mastered the material prior to the exam, no amount of additional time would ultimately offset the poor performance that the student is likely to exhibit due to inadequate preparation. The availability of extra time, in my experience, seems only to be a point of contention and concern for those who feel that they need it for the wrong reasons, I.E., incomplete preparation, lack of proper studying, etc..
I have found on the other hand, taht those students that have focused on preparation, and have put in the time required to be successful PRIOR to the exam, often finish early, and actually leave time on the table, so to speak.
Melissa,
You seem to have contradicted yourself. The evidence indicates that NOT all students would benefit if they had more time. We provide the extended time for students with disabilities if they will need it for equal access -- but only then.
Dr. Jane Jarrow
Yes, all students would benefit if they had more time; that seems obvious. I have had numerous experiences over the years with students with accommodations that either required someone to read the test and/or for additional time. Everyone is wired differently and if it is proven to be necessary then I am certainly not one to not allow it if the proper documentation is provided.
Toshsa,
Hmmm... this time I have to disagree. The evidence indicates that if the student does not have a disability, the extended time does not make a signficant difference (if you don't know the answer, all the extra time in the world won't help!). For the student with a disability, who needs more time to respond, the extra time matters. But we don't provide it because we are making it up to them for their disadvantage (because we feel sorry for them). We provide the extra time so that they will have the (equivalent) SAME amount of time that everyone else has.
Dr. Jane Jarrow
Of course it would benefit from having more time for testing. My way of looking at it though, someone with a disability is already at a disadvantage of some variation. For a student to have extended time for test-taking, this allows the playing field to be leveled if you will.
Viviana,
You SHOULDN'T be giving everyone extra time. In doing so, you not only defeat the purpose of the accommodation, but you create legal problems for yourself and for the institution should the student choose to challenge that decision. The extra time is calculated on the basis of how much time everyone else is given. If you give everyone 60 minutes, then the student with the disability may get (for example) 90 minutes. and if you give EVERYONE 90 minutes (in the mistaken belief that it makes things even), then the student with the disability should get 135 minutes.
Dr. Jane Jarrow
I've also found that when allowing the class extra time because I've allowed extra time for a particular student who needs due to a disability, there have been some students who end up changing their mind on answers on tests because they have more time, therefore second guessing themselves, and ending up writing in the wrong answers. So I've had to inform the students that although I am allowing everyone more time, because I don't want the student with the disability to feel singled out, they should all be careful and trust themselves and not allow the extra time given to distract them from the right answers.
Neal,
I am not sure what you are saying here. Are you suggesting that all students can use extra time but only students with disabilities should have it? That's not a real healthy approach. It suggests that the extra time is somehow a "perk" given to the student with a disability because we feel sorry for him/her. ;-(
Dr. Jane Jarrow
A student without a disability would take extra time on task if it becomes avaiable to the student.Some of the student excuses would be. He has not yet complete his assigments or class work or test. This is another way to take control of the class. On the other hand the student with the disability should have more time to take the test depending on the level of disability
Jonathan,
You are correct -- and that is exactly why we provide extended time for students with disabilities when the impact of their disability impacts on either processing speed or speed of response. It isn't that we are providing more time to work on the questions -- we are providing an equivalent amount of time to that given to all the other students.
Dr. Jane Jarrow
If all students would do better with extended time then there is something wrong with the tests. Extending time on a test is not always about having more time to figure out the answer. It is also about providing more time to time to understand the question.
