Students’ Perceptions of Testing Accommodations: What We Know, What We Need to Know, and Why It Matters

Test anxiety: perceptions of American community college nursing students

“…The feedback from this focus group, however, suggests that students would be open to the idea of providing extended time to all students, and many would welcome the opportunity to have the option of extended time without having to go through the challenging application process. These findings confirm those cited in previous research on accommodations (Elliott and Marquart 2004;Lewandowski et al 2014;Lovett and Leja 2013).…”

“…Literature regarding students' perceptions of accommodations to address test anxiety consistently revealed both students with disabilities and nondisabled students believe extended time for testing provides a benefit (Elliott and Marquart 2004;Lewandowski et al 2014;Lovett and Leja 2013). Elliott and Marquart (2004) studied the perception of extended time and reported that 78% of students with disabilities and 87% of nondisabled students felt more relaxed when using extended time.…”

“…Elliott and Marquart (2004) studied the perception of extended time and reported that 78% of students with disabilities and 87% of nondisabled students felt more relaxed when using extended time. Lovett and Leja (2013) used pre-and post-questionnaires and found that only those students who received accommodations for test anxiety experienced a drop in anxiety, indicating that the use of test accommodations presents a benefit specific to those suffering from anxiety. These students also indicated gains in self-efficacy based on post questionnaire responses.…”

College Students’ Preferences for Test Accommodations

“…There are several reasons why students' perceptions of accommodations are important to study (for a similar analysis of reasons, see Lovett & Leja, 2013). First, in postsecondary settings, students must take the initiative to request accommodations, and their perceptions about which accommodations would be helpful is very likely to determine which accommodations they request.…”

Test Anxiety and the Americans With Disabilities Act

“…Testing accommodations (e.g., giving a student additional time or a separate room in which to complete a test) are often given to reduce the level of stress and frustration that students feel during exams (Crawford & Ketterlin-Geller, 2013; Rickey, 2005; Salend, 2011). Such accommodations do generally reduce examinees’ anxiety (for a review of relevant literature, see Lovett & Leja, 2013). Although most accommodation requests are resolved before a lawsuit is filed, and even fewer such disputes reach the trial stage, several court cases have involved examinees requesting accommodations due, at least in part, to claims of TA (see below).…”