Testing Accommodations: What to do with Extra Time

Many of my students spent the last month or so taking a standardized assessment of some type or another. While I don’t typically teach traditional “test prep,” I do work on metacognition a lot, therefore I discuss testing strategies that can be beneficial for my students. Among them, are what do with that darn extended time many of them are eligible for. Some of my students experience anxiety during testing, and all they want to do is finish as quickly as possible to “get it over with.” Other students of mine have Attention Deficit Hyperactivity Disorder (ADHD), and they, too, tend to finish quickly, without external reminders.

Below are some guidelines I provide to my students. Needless to say, they require explicit instruction, but once students are familiar with the strategies, they apply them independently. This visual reminder helps while they take practice tests and as a way for us to discuss their extra time.

What to do with Extra Time on a Test

 

     Screen Shot 2015-06-15 at 7.03.31 PM Take a break
yellow light Look at yellows first (remember: while you work, mark questions as Red (“No idea”), Yellow (“Not Sure”), and Green (“I’m positive!”)
 rewind Work backwards (do the last question first, and the first question last)
 Screen Shot 2015-06-15 at 7.03.39 PM For math, use a different strategy to solve
underline For reading, find evidence from the text
 thought bubble For vocabulary/verbal reasoning, think of a sentence with the word to confirm

 

 

Click here for a 1-page handout of Testing Accommodations: What to do with Extra Time.

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