Testing Modifications & Adaptations

(for non-standardized, teacher/classroom tests)

• Eliminate unnecessary words and confusing language on the test.
• Underline or color highlight directions or key words in directions.
• Read test to student with poor reading skills (in class or other location).
• Tape record the test questions so student can listen to tape while reading it and replay to work at his/her own pace.
• Allow student to tape record his/her answers to essay questions or dictate to a scribe.
• Read, paraphrase, and clarify all test questions to students as needed.
• Provide copies that are easy to read (typed, well-spaced and formatted).
• For math tests, allow use of graph paper or other paper that can be attached to test.
• Divide test into parts, administering on different days or periods during the day, rather than rushing to complete in one sitting.
• Test in a different location - one that has fewer distractions.
• Give partial credit for what is done correctly.
• Score tests for number correct/total number assigned per student (which can be shortened for individual students).
• Collaborate with special educators to rewrite the tests for students with special needs (i.e., shorter sentences, simplified vocabulary, easier to read format such as enlarging print, reducing # of items on page).
• Eliminate need to first copy questions from board or book onto paper, and allow to write directly on test or in test booklet, if needed.
• Lower the readability level of the questions - revise the wording to ask the same question with easier to understand vocabulary if necessary.
• Avoid negatively stated questions.
• Prior to test, review, review, review!
• Administer frequent short quizzes (not necessarily graded) throughout the teaching unit, reviewing the next day, so students have feedback on their understanding of the material.
• Use a variety of modes or types of questions (i.e., multiple choice, matching, fill in the blank, true or false, short answer).
• Place multiple choice items vertically rather than horizontally.
• Allow extended time for completing the test.
• Point out careless errors and allow chance to correct before grading.
• Take written test again orally, and average the two grades

 

 

 

 

© 2004 SandraRief.com
All Rights Reserved