Untimed Testing for Learning Disabled Students:
Is it Fair? Does it Help?
As high-stakes tests increasingly become a part of America’s educational landscape, parents and teachers are asking important questions about who gets special accommodations: Wouldn’t everyone do better with extra time? What are the criteria for someone to receive special time accommodations? Is my child (or student) a candidate for the “extra time” accommodation?
Wouldn’t everyone do better with extra time?
No, according to the research. Students with learning disabilities who received extra time showed significant improvement on their test scores whereas students without learning disabilities did not. Research indicates that learning-disabled students process visual material at a slower rate than their non-learning-disabled peers (Cermak, 1983) and (Ellis and Miles, 1978). This slower rate hinders their ability to demonstrate their full knowledge on timed tests.
The renowned developmental pediatian Dr. Mel Levine, a Developmental Pediatrician stated in a 1995 workshop, "Students who use extended time should get extra credit" because "they are making an effort to process deeper and are working to their full capacity." In fact, educator and creativity expert Howard Gardner, Ph.D., argues that "...nothing of consequence would be lost by getting rid of timed tests altogether, since seriousness of purpose and effort, not speed and glibness, are essentials of good scholarship” (New York Times; July 18, 2002).
Extra time on tests is one accommodation offered to ensure fairness for learning-disabled students. The extra time allows them to demonstrate what they know. As a result of disability advocacy, beginning in the Fall of 2003, students receiving "non-standard conditions" when taking the SATs will no longer be flagged as separate from the rest of the student population taking the test. Students now face less discrimination and are more encouraged to apply for extended time.
However, the Educational Testing Service (ETS), which writes and administers the SATs, investigated high schools offering extended time and found a disproportionate number of students from wealthier regions of the country receiving accommodations. The ETS concluded that students who could afford psychoeducational evaluations received an unfair advantage over poorer students.
As a result, the ETS now enforces stricter guidelines to qualify for extended time on the SATs.
What are the criteria to qualify for extended time on tests?
The College Board Services for Students with Disabilities (SSD) lists the criteria for identification as learning-disabled on their Web site (www.collegeboard.com). Documentation must be on file with the child’s school. The school will complete the filing. Included in this file will be a diagnosed disability with a current evaluation (within 3 years), along with educational history. Since learning disabilities do not suddenly manifest in the 11 th grade, the examiners have found an efficient way to sort applications. If a student does not have a documented history of a learning disability, it is difficult to receive accommodations regardless of current testing results.
What qualifies as a “learning disability?”
The term "learning disability" refers to a variety of disorders that affect the acquisition, retention, understanding, organization, or use of verbal or non-verbal information.
Learning disabilities are characterized by a significant difference between a child’s achievement in some areas as compared to his or her overall intelligence. Learning disabilities range in severity but invariably interfere with acquisition and use of one or more of the following important skills:
• Spoken language : listening, speaking, understanding
• Reading : decoding, comprehension
• Written language : spelling, written expression
• Mathematics: computation, problem solving
• Reasoning: organizing and integrating thoughts
• Organizational skills: organizing all facets of learning
During the school years, learning disabilities are demonstrated by unexpectedly low academic achievement or achievement sustained only by extreme effort and support.
Here’s a “Pop Quiz!” - Given the definition of a learning disability and the criteria set in place for those receiving extra time, which of the following two students do you think would qualify for the extra time accommodation?
Student number one — we’ll call him Josh — Currently in 11 th grade and has an average IQ. He earns B’s and C’s in school. He has ADHD and works hard to get all his work done. His teachers report that he asks many questions and is eager to please them. Josh has set high goals for himself and wants to achieve despite the challenges that his disability has posed.
Student number two — we’ll call her Andrea — is also in 11 th grade and has a high average IQ. She earns straight A’s. She spends five hours per night on homework and studying. She was first tested for a learning disability in the 2nd grade, and was diagnosed with a reading disorder at that time. She has a documented history of having a Learning Disability, anxiety, accommodations, and therapy.
Answer : Student number two, Andrea, is a candidate for the extra time accommodation. Student number one, Josh, performs at his potential; therefore, there is no documentation of any functional impairments from his LD nor his ADHD. Criteria for ADHD include onset before the age of 7, presence of problems in two settings (e.g., home and school), evidence that surfaces in a psychoeducational evaluation, and functional impairment such as school underachievement. Andrea is able to demonstrate her full potential only when she is given extra time; thus, she would qualify for the time accommodation.
Can students perform at their potential with extra time?
Research indicates that learning-disabled students achieve higher scores on tests when they are given extra time. However, in our ten years of experience working with learning-disabled students at The K&M Center, we have found that extra time is most beneficial when students are taught strategies to use time wisely and efficiently. Current research has sketched a composite profile of learning-disabled students. They often have not "learned how to learn and therefore can be poor problem solvers” (Hagen, Barclay, & Newman, 1982). They are also often passive learners (Ryan, Ledger, Short & Weed, 1982; Torgesen, 1982) and lack insight into the effectiveness of their strategies (Loper, 1982). Additionally, test anxiety is a common side effect of learning disabilities that can be partially alleviated by extra time and good test-taking strategies.
What are some effective learning strategies for learning-disabled students?
To improve performance, The K&M Center recommends these strategies:
Build processing speed through the use of practice timed tasks that increase in complexity.
Reduce test anxiety through practice tests taken in small groups to desensitize the student to distractions. Learn visualization techniques that reduce stress and anxiety.
Teach students how to budget their time and energy—even when extra time is offered. This strategy includes practice estimating the amount of time a particular task takes and determining how to conserve energy.
Teach to the test type. Provide students with a strategy for each type of task. For example, if students are asked to write an essay that uses the word “explain” or “describe” in the prompt, s/he can be taught how such an essay will differ from one that uses the word ”argue” in the instructions. Build students’ ability to follow instructions closely. Teach students to underline directions and circle key points.
Teach students to take the time to think through math and other problems mentally before attempting to solve them.
What should I do if I suspect my child has processing speed issues?
If you would like your child screened for visual, auditory or processing speed issues, call for one of our 5 free screenings. Though our screening cannot be used as official documentation, it can be instructive in learning about your child’s auditory and visual processing level. If your child struggles to cope with slow processing speed or with visual or auditory processing issues, please call us so that we can discuss a variety of programs we offer to help auditory and visual processing and to strengthen underlying skills needed for academic and life success.