Testing

Inclusion for Secondary

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Encourage students to stop for a moment, rest and take a few deep breaths if s/he panics during test taking
Teach student not to change answers on tests unless s/he is positive that they are wrong
Double-space and type handouts and tests
Give many smaller assessments, rather than one large test
Allow for alternate testing (oral, dictated, and written by another)
Program worksheets, quizzes, and major assessments into a computer for students to use
Provide extended time
Have the student take his/her test in a quiet, undisturbed room
With multiple-choice questions, use capital letters (ABCD) for answer choices to avoid confusion between “b” and “d”
List definitions on the left, and the shorter names or terms on the right
For essay questions, ask students to list the main points then let them explain their answers privately to the teacher
If handwriting, spelling or syntax of the answer is unclear, have the student read their answers privately to the teacher
In open-book tests, write the text page number as a reference by the questions
Use alternative methods of assessment, i.e., demonstrations, projects, drama, music, art
Ease the memory load—group test questions into sets of five rather than in a list of 20 or 30 questions
Reduce the number of questions students are held responsible for, so they may finish at the same time as their classmates
Give open-book, open-note tests
Provide a word bank to use for “fill in the blank” sections

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