Test Modifications and Accomodations

The purpose of accommodations is to minimize the effect of pupil attributes that are not related to the primary focus of the test. The idea is to provide an accommodation that will provide the pupil a fair chance to show what he or she knows, unencumbered by the disability. The specific accommodations required for a given pupil will be guided by his or her Individual Education Plan (IEP).
    For the Presentation format:   
  • Read directions for each test section; read slowly.
  • Provide verbal or oral directions as needed.
  • Present directions as a sequence of steps for the pupil to follow.
  • Have pupil repeat directions to ensure understanding.
  • Read test questions aloud.
  • Spread items over the page; put each sentence on a single line.
  • Present test in Braille, large print, sign language, native language, or bilingually.
  • Revise or simplify the language level.
    For the Response format:
  • Allow dictionaries, texts, or calculators.
  • Allow responses in Braille, large print, sign language, native language, or tape recording.
  • Provide verbal prompts to items.
  • Provide a scribe to write pupil answers.
  • Provide examples of expected test responses.
  • Give pupil an outline for essay items.
  • Include definitions or formulas for the pupil; allow the use of notes.
  • Double-check pupil's understanding of the items and desired responses.
  • Make the test similar to what was taught during instruction.
    Modifying Test Timing:
  • Provide extra time.
  • Avoid timed tests.
  • Test over a period of discrete testing sessions.
  • Give extra breaks during testing.
  • Allow unlimited time.
    Modifying Test Setting:
  • Test in a separate and quiet location.
  • Seat pupil away from distractions.
  • Test one-on-one: one pupil, one administrator.