Testing Accommodations and Frequently asked Questions for Faculty

Providing testing accommodations levels the playing field, removes barriers, and ensures equity for students with disabilities to participate in the university’s academic program and demonstrate knowledge on subject matter.  Faculty with students who wish to utilize their approved for accommodations, including testing accommodations, will receive official letters via the Accommodate System.  The Watson Testing Center is only for students registered with SAS who have approved testing accommodations.

Students with testing accommodations should have testing environments comparable to traditional ones, such as limited interruptions, appropriate lighting etc.  Some students need a more controlled testing environment, which the Watson Testing Center can provide. If a student’s accommodation requires that they test in the Testing Center, that will be noted in the accommodation approval letter. Faculty are not expected to lower academic standards or alter essential fundamental course requirements as a means of accommodation. 

The most common testing accommodations are described below to provide faculty with information about how to provide and implement these accommodations.  Faculty are encouraged to utilize the Watson Testing Center to provide testing accommodations for students and SAS may assist Faculty with implementing accommodations, when they are able to provide an appropriate environment.  who can provide testing accommodations directly.  The Watson Testing Center can provide students with these, and other testing accommodations, to assist faculty with their role in fulfilling the university's compliance obligations.  Faculty should contact testing@wm.edu with any testing related questions.

Reduced-Distraction Testing Environment 

This means that the testing environment is an area that is reasonably quiet and has limited stimuli. Students with this accommodation may take tests/quizzes within the presence of other students if the testing environment is otherwise reasonably quiet and free of unnecessary distractions or stimuli.  There should only be a handful of students (5) or less in this same area.

Private Testing Environment 

This means that a student needs a testing environment where they are the only student in the room. The soundproof booth in the Testing Center can provide an appropriate space for this accommodation. In some cases, noise reduction can be accomplished through soundproof booths in the Watson Testing Center 

Extended Time for Exams/Quizzes/Timed Assignments 

An accommodation of extended time provides an additional amount of time for a student to complete a test or quiz.  Generally, time and a half is recommended (50%), but double time (100%) may also be granted based on individual student need.  As disability accommodations are provided on a case-by-case basis, and determined by individual student need, there may be circumstances when more than double time is approved.  In these instances, SAS staff will work with the faculty on implementation.  

Use of Technology (Computer, Auxiliary Aide) 

The use of auxiliary aids is a quite common accommodation, for both classrooms and in a testing environment. Access to Auxiliary Aids is expected and mandated by the Americans with Disabilities Act (ADA). Auxiliary Aids and services are tools or assistance provided to individuals with disabilities to enable effective communication. They include such accommodations such as the use of a computer/tablet for writing; speech-to-text software, which allows students to use speech recognition to type answers; text-to-speech software which reads accessible printed material aloud; live or closed captioning, which converts audio content of a video or other media to written text on a screen; Sign Language Interpreters, Assistive Listening Devices, and materials in alternative formats. Auxiliary Aids are often used to accommodate how a student accesses course content or generates graded work, generally they do not alter the substance of a test or an assignment.  

Frequently Asked Questions about testing accommodations and the Watson Testing Center

Why might it be fair for a student to utilize testing accommodations? Doesn’t that create an unfair advantage? 

Testing accommodations are provided to ensure that a test, exam or quiz measures knowledge, not the effects of a disability on student performance. Disabilities including learning disabilities, processing disorders, dyslexia, psychological disabilities, physical disabilities, visual impairment and attentional disorders (not an all-encompassing list) may be accommodated by testing accommodations.  For many students, disabilities impact the pace at which they can process information and/or complete work in comparison to other students.  In some situations, the use of an auxiliary aid such as screen readers may also require extended time to complete an exam.  Accommodations do not provide an advantage to a student with a disability, rather they create an equitable testing situation by removing barriers to access in the academic program.  

Am I permitted to use my own discretion regarding testing accommodations? Can I decide not to provide them?   

As with any approved accommodation, faculty may not arbitrarily refuse to provide them.  Remember, students with approved accommodations have already engaged in the interactive process with Student Accessibility Services, and SAS is the office designated by the university to approve reasonable accommodations.  Faculty with questions regarding approved accommodation should address those concerns with Student Accessibility Services NOT with the student. SAS acknowledges that faculty have unique insight into their course objectives and structure. If a faculty member is concerned that a proposed or approved accommodation may constitute a fundamental alteration of a course or program, raising that concern with SAS will enable SAS staff to continue the interactive process with the student and assess effective alternative accommodations.  

If a student makes a request for an exception, such as, “I need an extension for the assignment because I have tests all week. What do I do?”

Faculty who are unsure how to handle that request, they should consult with SAS promptly for guidance on how to respond. Under no circumstances should faculty request medical documentation from a student.     

May I accommodate a student myself? 

Faculty may accommodate students directly if they can appropriately meet and provide the approved accommodations. If faculty do not have the time or resources or are unsure how to provide the approved accommodations they may utilize the Watson Testing Center and/or consult with SAS. As the most common accommodations are extended time and reduced distraction testing environment, faculty are often able to make appropriate arrangements to ensure accommodation needs are met. Advantages of accommodating students directly are that the instructor is readily available to the students during the exam.  

What if a student does not talk to me about their approved accommodations?  Does that mean I don’t have to provide them? 

No.  It is true that students are strongly encouraged to initiate a conversation with their faculty regarding the implementation of approved accommodations and are best served when they self-advocate. However, upon receipt of an accommodation approval letter from SAS, faculty are on notice that the student has been approved for, and able to utilize the accommodations.  Faculty should initiate discussions with students who may not have done so, prior to a test or assignment due date.  It is important for faculty and students to communicate throughout the semester to discuss accommodation implementation.  

How far in advance do students need to request to take a test in the testing center?

72 hours. 

How do I accommodate pop-quizzes? 

Options vary depending on the course and the goals of the pop-quiz.  Students do have a right to use extended time accommodations on quizzes, including pop-quizzes. Pop quizzes can put many students with learning disabilities, including ADHD, TBI and other disabilities at a disadvantage. Often these students are approved for testing accommodation, but it can be challenging as they may still be testing when the rest of the class is finished.  This can cause undue stress and anxiety for the student and allows the student with the disability to be easily identified during pop-style quizzes.   

 Alternative Suggestions include: 

• Determining the purpose of the pop-quiz.  Are there other ways you might obtain the same information? 

• Offer an alternative assignment or quiz for students with extended time accommodations. 

• Utilize Blackboard -assessments can be taken online during a specific timeframe prior to class.  

• Allow students with testing accommodations to take the quiz with the class; stop when the class stops and then grade the portion completed. 1.5x additional time=66%; 2.0x Additional time =50% 

• Use pop quizzes to assess understanding of material, but don’t count them in the final grade 

• Give the quiz at the end of class and allow students with additional time to remain after class to complete  

• Give extended time to all students -prepare a 5 minutes quiz but allow all students 7.5 or 10 minutes to accommodate extended testing 

• It is important to communicate with a student early in the semester regarding ways pop-quiz accommodation will be provided.   

• Put pop-quiz style questions in Blackboard at certain time and they need to be completed by the next class 

• Present these types of questions as a hand-out at the end of class to be turned in at the beginning of the next class 

• Assign an in-class small group question session and have students work together on the answer and have one student report out for each group 

SAS is available for assistance with implementation. STILI is available as well to discuss course design and universal design principles.

If a student wants to take a test in the testing center, do I have to approve the request?  How do I approve the request? 

Students and faculty should connect to discuss approved accommodations. Students must submit a proctoring request 72 hours prior to an exam.  Faculty must submit their portion of the Test Proctoring Form 24 hours prior to the exam.  Spontaneous, unstructured and informal requests can lead to miscommunication and mishandled exams.  Exceptions to the 72-hour policy will be granted only in extraordinary circumstances. 

Unfortunately, SAS is unable to proctor exams that are requested later than 72 hours prior to the test date.  Students will need to work with their faculty to discuss an alternative testing plan, which can include rescheduling for another date/time, or the faculty or department may proctor the exam.   

What if I don’t think an approved accommodation is appropriate for my specific test or quiz? 

Faculty with concerns about an approved accommodation should contact SAS promptly. Faculty should not discuss these concerns with students.  SAS can facilitate conversation between students and faculty as needed.  

I am preparing my students for “real world assessments.”  They won’t be able to receive as much extended time on these exams as we have been providing.  Am I still required to provide the allotted time for my exams? 

Yes, if you received an accommodation letter approving this accommodation. The accommodation has been approved by SAS. Even if it is your intention to prepare students for “real world” assessments, which may have more rigid constraints.  The Americans with Disabilities Act (ADA) extends beyond our campus.  Even assessments such as the Bar Exam, GRE, are required by law to provide disability-related accommodations.  While the approved time must be provided, SAS can collaborate with you on educating students about what will be expected on these types of external assessments.   

Can I ask students about their disability? 

No, faculty are not permitted to ask students specific questions about their disability.  Students may disclose information to a faculty member at their discretion, but faculty must keep that information confidential.  SAS will not be able to share information about the specifics of a disability with a faculty member but can provide more information and assistance about implementing an accommodation.  

Remember, SAS engages with students in an interactive process and collects information, including medical documentation, to make a reasonable accommodation determination.  It is not up to the faculty to question a student’s need for approved accommodation, rather than to implement what has been approved.  If faculty have questions or concerns about approved accommodations, they should contact SAS promptly. 

What happens if I suspect academic dishonesty/cheating by a student who took a test in the testing center? 

Students must abide by the Honor Code while testing in the Testing Center.  The Testing center has closed circuit cameras to monitor student testing.  Additionally, we have professional proctors, as well as full-time staff.  If a faculty member has concerns about cheating, they should make a report to SARP and follow the honor process.   

If a testing proctor suspects cheating, they will alert a full-time staff member who will assess the situation.  If there is reasonable suspicion that cheating has occurred, the test will be stopped, and the concern will be reviewed with the student and determine whether to discontinue the test.  SAS staff will alert the faculty promptly. 

What if I do not allow students to use the internet while testing? 

SAS has laptops that can have the internet disabled or they can use a department provided laptop. 

Are instructors expected to be available for questions when students test at the testing center? 

Yes, faculty should be available via phone or email while students are testing so SAS can reach out to them about student questions.

Can I come into the Testing Center to proctor my student or send a Graduate Assistant or Teacher Assistant?

Only SAS staff is allowed in the Testing Center. SAS will be happy to work with faculty who want to proctor their examinations by providing training.