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Extra time and alternative writing locations for tests/exams

• Students can choose to write with Accessible learning Services instead of in-class, while some choose not to.
• Students need to request to write test/exam with Accessible Learning Services to receive extra time accommodations; otherwise, assumed that they are writing in class with no accommodations
• Receiving extra time in class is only permitted if an agreement is established with their professor. This is at your discretion, and it is not a requirement.
• All tests will be proctored to ensure students uphold academic integrity
• You will receive a list of students (if any) writing with Accessible Learning Services from our office prior to the testing date.

Student responsibilities:

• Submit midterm request to write with Accessible Learning Services at least 7 days prior to the midterm

Professor responsibilities:

• You must give direct instructions about the test, such as the format and duration of the test, material permitted, etc. We encourage at least 24 hours of notice.
• Adjust the time limit on the test according to students鈥� extra time accommodation if the test is an online test on Moodle.

Cue/formula sheets

• A cue sheet is a document containing information that serves as 鈥渢riggers鈥� to help a student to recollect previously learned information.
• A formula sheet is a document containing formulae that are expressed using symbols, figures, or both.
• The guidelines for cue/formula sheets are provided to students.

Student responsibilities:

• Students must submit their cue/formula sheet to you for review, approval, and signature at least 7 days in advance of the exam/test/midterm.

Professor responsibilities:

• Review the cue/formula sheet for approval.
• You are within your right to disallow a student the use of a cue/formula sheet that presents any risk to academic integrity, or if you were not given sufficient time for review.
• You can also deny parts of the cue/formula sheet if the sheet has essential learning outcomes, full definitions, information on how to use formulas, etc. Students are required to make the appropriate changes and resubmit the sheet to you for review again.

Readers and Scribes

• A proctor will read and/or scribe for the student during a test/exam.
• A proctor will not interpret questions or student answers when reading or scribing.

Student responsibilities:

• Students are to inform Accessible Learning Services if they require a reader or scribe for their test

Professor responsibilities:

• None; it is coordinated by Accessible Learning Services

Laptops in tests and exams

Should a student require the use of a laptop for paper-based short/long answer or essay-type questions, they are required to shut their internet off and close all programs except for Microsoft Word.

For Moodle tests, students are required to have all programs closed except for the window with Moodle open.

Professor responsibilities:

• None; it is coordinated by Accessible Learning Services.

Oral testing

Students may have an accommodation recommending they complete tests orally, instead of written, to evaluate their knowledge.

Student responsibilities:

• Students are to contact you to coordinate a time that works for both parties for evaluation.

Professor responsibilities:

• Communicate with students directly on the time of oral testing and expectations.

Testing deferrals/rescheduling

Students may experience episodic health challenges, learning challenges, religious observances, family responsibilities, and/or other matters making it difficult to write an exam on the scheduled date. While students are encouraged to inform their professor with advanced notice, this will not always be possible.

Testing deferrals support students by providing an alternate date for a quiz/test/exam.

Student responsibilities:

• The student should consult with you to determine an alternate date, which may include a make-up exam date if that is already being planned.

Professor responsibilities:

• Communicate with students directly to determine an alternate date.
• Inform Accessible Learning Services of the approval and alternate testing date by emailing us directly or copying us in the email communication with the student.
• In the rare occasion a deferral is not reasonable, alternative options may be provided where appropriate, such as:
  • Adding the weight of the assessment to the final exam
  • Re-weighting remaining assignments
  • Allowing the student to make up the percentage of the test by submitting an additional paper, project, or report instead
  • Dropping assessments with low impact/low percentage (e.g., the lowest 2 of 5 grades)

One exam per day

Students may have an accommodation of writing one exam per day.

Student responsibilities:

• The student should consult with you and/or Accessible Learning Services to determine an alternate date if there is a conflict.

Professor responsibilities:

• You should inform Accessible Learning Services of the approval and alternate date by emailing us directly or by copying us in the email communication with the student.

Recorded lectures

• Audio recording is permitted solely for the academic purposes of individual students.
• Students are not permitted to post or in any way make public recordings of parts thereof without your explicit permission as their professor.
• Any lecture recordings are expected to be deleted at the end of the course.
• If a class is having a discussion, or discussing personal/private information, the student is expected to not record, and you have the right to deny recording of the discussion.

Student responsibilities:

• Students are responsible for recording lectures (in class or online) and must ask for permission first.

Professor responsibilities:

• Give permission to students to record when asked.
• Communicate with the student when recording in class is not appropriate and contact Accessible Learning Services for alternative support.

Alternate ways of presenting and participating in class

• Students may experience learning challenges and health challenges that make it difficult for them to present or participate in front of class.

Professor responsibilities:

• Communicate directly with students on an alternative option.
• Alternative options may be provided such as:
  • Presenting or participating in an activity with you individually or in front of a smaller group
  • Allowing the student to do a written assignment/report instead
  • Moving the weight of presentation to the test/exam/assignment
• Should presentation/participation be an essential outcome of the course, please contact Accessible Learning Service.

Lecture notes/slides in advance

This supports students by giving them access to lectures notes/slides in advance to feel prepared and less overwhelmed.

Student responsibilities:

• Students are responsible to coordinate with you to establish an expectation for both parties.

Professor responsibilities:

• Provide students with lecture notes/slides in advance of the class.
• If lectures notes/slides in advance is not always possible, please direct the student to us for alternative support.

Extensions on deadlines

All students registered with Accessible Learning Services have the recommended accommodation of extra time on assignments. However, this is not automatically added to their assignments.

We encourage students to stay on their deadlines, but that is not always possible due to learning and/or health challenges.

Student responsibilities:

• Students are responsible to notify you directly if they require an extension, and work with you to determine an appropriate new deadline.

Professor responsibilities:

• Communicate with students to establish a new due deadline when students ask for an extension.
• If you notice a student is struggling in any aspect of your course, we have several areas of support for students.

Forgiveness of spelling errors

Marks should not be deducted for incorrect spelling or grammar on assignments and tests, unless spelling is an expected learning outcome of the course (e.g. language-based course).

Professor responsibilities:

• Focus on the content of the work and will not deduct marks for spelling and grammatical errors, when marking the assessment
• Should spelling be an expected learning outcome of the course, please contact Accessible Learning Services