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I have a bit of a different perspective. When I design a one hour exam, I make it so that a student who has completely mastered the material can complete it in much less than an hour. However, most students have not mastered all the material. As a result, most students spend much less than an hour answering the questions they can answer successfully, and the rest of the time failing to answer the remaining questions.

Often students who receive extra time because of disability do not use the extra time. I suspect students with accommodations who are using the extra time are simply spending more time failing to answer the questions they can't answer. This has nothing to do with their disability. It is just an indicator of persistence. In short, the extra time makes no difference.

However, there are many kinds of disabilities and each student is different, so I think some students are helped by extra time.

I have a bit of a different perspective. When I design a one hour exam, I make it so that a student who has completely mastered the material can complete it in much less than an hour. However, most students have not mastered all the material. As a result, most students spend much less than an hour answering the questions they can answer successfully, and the rest of the time failing to answer the remaining questions.

Often students who receive extra time because of disability do not use the extra time. I suspect students with accommodations who are using the extra time are simply spending more time failing to answer the questions they can't answer. In short, the extra time makes no difference.

However, there are many kinds of disabilities and each student is different, so I think some students are helped by extra time.

I have a bit of a different perspective. When I design a one hour exam, I make it so that a student who has completely mastered the material can complete it in much less than an hour. However, most students have not mastered all the material. As a result, most students spend much less than an hour answering the questions they can answer successfully, and the rest of the time failing to answer the remaining questions.

Often students who receive extra time because of disability do not use the extra time. I suspect students with accommodations who are using the extra time are simply spending more time failing to answer the questions they can't answer. This has nothing to do with their disability. It is just an indicator of persistence. In short, the extra time makes no difference.

However, there are many kinds of disabilities and each student is different, so I think some students are helped by extra time.

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I have a bit of a different perspective. When I design a one hour exam, I make it so that a student who has completely mastered the material can complete it in much less than an hour. However, most students have not mastered all the material. As a result, most students spend much less than an hour answering the questions they can answer successfully, and the rest of the time failing to answer the remaining questions.

Often students who receive extra time because of disability do not use the extra time. I suspect students with accommodations who are using the extra time are simply spending more time failing to answer the questions they can't answer. In short, the extra time makes no difference.

However, there are many kinds of disabilities and each student is different, so I think some students are helped by extra time.