For what it's worth, I have discussed this with students who often say that simply having the extra time relieves some of the pressure so that even if they don't use the extra time it is still valuable - this comment from dyslexic students with memory / organisation / recall problems.
John
-----Original Message-----
From: Discussion list for disabled students and their support staff. [mailto:[log in to unmask]] On Behalf Of Mike Wray
Sent: 18 April 2011 11:37 AM
To: [log in to unmask]
Subject: Re: 25% additional time
There's a good discussion of the use of extra time in this article:
Zuriff, G.E. (2000) Extra Examination Time for Students with Learning Disabilities: An Examination of the Maximum Potential Thesis. Applied Measurement in Education, 13(1), 99-117.
I think the paper is saying that there's no unequivocal data to suggest that extra time works for all students for who it is given. There is also some suggestion that it might help some (not all) non-disabled students as well. So you either give it to everyone in which case it doesn't become extra time anymore (Catch 22) or you keep giving it to disabled students and for those who don't benefit from it it's no real loss to anyone.
There are bits of evidence around which sugges that whilst extra might not increase test scores it might help reduce anxiety as suggested by the previous post e.g. the paper below; however, it would appear that non-disabled students had their minds put at rest more than disabled students by the use of extra time just to muddy the water a bit further!
Extended Time as a Testing Accommodation: Its Effects and Perceived Consequences.
Exceptional Children, Spr 2004, vol. 70, no. 3, p. 349, pp. 19, 0 refs., ISSN: 0014-4029.
Elliot-Stephen-N, Marquart-Ann-M.
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