College Students' Preferences for Test Accommodations
Document Type
Article
Publication Date
6-2014
Abstract
College students with (n = 137) and without disabilities (n = 475) were surveyed about their perceptions of using various types of test accommodations. Results indicated that extended time was perceived as having a positive effect by the most students (>87% of both groups), followed by separate room testing and extra breaks (>60% of both groups). Students with disabilities rated separate room, a scribe, reader, and word processor more positively than did nondisabled students. Students generally felt that test accommodations on high-stakes exams would be more beneficial than on classroom tests. A significant number of students felt that everyone should have access to test accommodations, and/or that tests should be redesigned to remove the need for accommodations. Implications of these findings for practice and future research are discussed.
Department
Psychology
Publication Title
Canadian Journal of School Psychology
Recommended Citation
Lewansowski, L., Lambert, T.L., Lovett, B.J., Panahon, C.J., & Sytsma, M.R. (2014). College Students' Preferences for Test Accommodations. Canadian Journal of School Psychology, 29(2), 116-126. DOI. http://dx.doi.org/10.1177/0829573514522116
DOI
10.1177/0829573514522116
Link to Publisher Version (DOI)
Publisher's Copyright and Source
Copyright © 2014 Canadian Association of School Psychologists/SAGE Publications. Article published by SAGE Publications in Canadian Journal of School Psychology, volume 29, issue number 2, June 2014, pages 116-126. Available online on May 8, 2014:
http://dx.doi.org/10.1177/0829573514522116
