College Students' Preferences for Test Accommodations. (June 2014)

• Record Type: Journal Article
• Authors: Lewandowski, Lawrence; Lambert, Tonya L.; Lovett, Benjamin J.; Panahon, Carlos J.; Sytsma, Marcia R.
• Is Part Of: Canadian journal of school psychology. Volume 29:Number 2(2014:Jun.)
• Page Start: 116
• Page End: 126
• Publication Date: 2014-06
• Subjects: test accommodations -- preferences -- high-stakes tests -- extended time; Educational psychology -- Periodicals; Psychology -- Canada -- Periodicals; 370.15
• DOI: 10.1177/0829573514522116
• Languages: English
• ISSNs: 0829-5735

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.