Testing Accommodations Overview

Accommodations are available to students throughout college. The semester request process as outlined on the How to Request Your Accommodation Letters for the Semester page grants eligibility for approved accommodations per course. Testing accommodations should only be for disability-related reasons; non-disability-related requests (e.g., work, family) are at the instructor's discretion. For questions about implementing accommodations, contact Disability Services. Please note: the UMass Lowell (UML) Testing Centers and Disability Services (DS) are separate offices that collaborate closely.

Initial Communication About Testing Accommodations

  1. Students must submit their semester accommodation letters (as outlined on the How to Request Your Accommodation Letters for the Semester page) and review course expectations.
  2. For assessments, students decide whether to use testing accommodations for all or select assessments.
  3. Once decided, students must promptly discuss logistics with instructors, including:
    • a. How they will communicate intent to use accommodations.
    • b. Where the assessment will take place.
    • c. How extended time will be managed without missing content or other classes.
    • d. Any other assessment day logistics.

Prior to Each Assessment

  1. Instructors should confidentially remind students before all assessments to discuss accommodations.
  2. Students should inform instructors approximately 5 business days before the exam if they plan to use accommodations. However, we encourage instructors to be flexible if there is ample time to arrange logistics and coordinate with Testing Centers.
  3. Students utilize the Accommodate software to put in a Testing Center Request.
  4. Instructors get an automatic email indicating there is a request waiting on Accommodate (For instructions, see the How to Approve Accommodated Exam Requests page)
  5. Instructors log into the Accommodate software, complete the form and approve the appointment
  6. Both students and instructors receive a confirmation email once the request is approved
  7. Students show up for the approved appointment to take the assessment

Best Practices

**Students and instructors should not make assumptions, but use direct and consistent communication.**

For Faculty

  • Instructors should list all assessment dates on the syllabus and provide ample notice of any changes to ensure timely student communication about accommodation use.
  • If ample notice of the assessment date isn’t provided or it changed last minute, instructors should be flexible with students on when/where the accommodated assessment will take place.
  • In the event alternative arrangements need to be considered, some options include: allowing the assessment to be taken on an alternative day, contacting the Testing Centers directly, working within the department to find a space/proctor as needed, scrambled questions/answers, and contact Disability Services to strategize.

For Students

  • Students are expected to send semester accommodation letters (as outlined on the How to Request Your Accommodation Letters for the Semester page) and connect with instructors as early as possible each semester to ensure smooth implementation of accommodations.
  • Students should not assume a faculty member remembers which accommodations a student may use upon every assessment, despite the letter's record, but should expect to communicate use of accommodations directly for each exam.
  • When entering a Testing Center Booking Request, students must put in accommodations needed in the “Notes from student” section for that particular exam.
  • Students should attempt to book assessments with accommodations at the same time as the class. Exceptions arise when scheduling conflicts occur, such as back-to-back classes or Testing Center hours.

Frequently Asked Questions (FAQ)

What if the student just registered with DS, just sent a Testing Center Request, or just sent the accommodation letter? (under 5 business days of the assessment)

Students should understand that a shortened timeline may make it difficult to arrange accommodations for an assessment. Instructors should still make every effort to accommodate (e.g., contacting the Testing Centers or department). Future exams should follow the agreed-upon plan between student and instructor. Note that the Accommodate software has a “request deadline” to ensure logistics are met. If a shortened timeline is agreed upon, the instructor and student may need to contact the Testing Centers staff directly.

What if the student has less typical accommodations? (i.e. scribe, speech-to-text, electronic device for typing, screen reader, etc.)

Logistics for less typical accommodations may take longer to plan. In certain cases, the student may need to utilize a personal device, a Disability Services-assigned assistant, or Testing Center equipment. Direct and early communication tween the student and faculty members (and the Disability Services office as needed) is encouraged.

What if assessment dates aren’t listed in the syllabus due to tracking amount of material covered or student readiness?

UMass Lowell (UML) aims for an inclusive environment for all abilities. Clear expectations, including dates and deadlines, are good Universal Design for Learning (UDL) practices. Missing dates can disrupt communication and hinder accommodation planning, especially for students who plan ahead. Disability Services recommends providing early assessment dates, even if they may need adjustments later. Lack of information on dates may negatively impact students’ overall success in your course.

How should accommodations for weekly/regular quizzes be implemented?

For regular short assessments, students and instructors should set a plan early that applies for the semester. Accommodations remain in place unless the student requests changes. Students should not miss instructional time from any course.

What are some options if the testing accommodations cannot be provided within the classroom and/or duration of the class meeting?

Possible solutions include working with Testing Centers, arranging space/proctors through the department, having students arrive early or stay late, or considering remote testing options.

What if “extra time” for all students is already built in for the assessment?

Extended time means extra time beyond what other students receive. While it may seem unnecessary, students with accommodations have the right to this time for equal access. For example, a 30-minute exam given during a 50-minute class would mean 75 minutes for 1.5x and 100 minutes for 2.0x extended time. Even if students don't use all the extra time, it must be made available if requested.

How do testing accommodations apply to less typical assessments (take home, blackboard, group assessments, etc.)?

Accommodations apply to any time-limited assessment. Here are examples of less typical cases, but faculty should consult the Disability Services office with questions:

  • Take home/untimed assessments: If students can work freely over an extended period, typical accommodations don't apply.
  • Blackboard/remote assessments: Accommodations apply to time-limited assessments. If open for an extended period, they don't apply. Extended time can be added for time-limited tests via Blackboard and other platforms.
  • Group assessments/time-limited projects: Group work is expected to follow the parameters for the whole group and extending the time on a shared assessment may fundamentally alter the outcome. However, some less typical accommodations (as listed above, question 2) may need to be considered in communication with the student and the DS office as necessary.
How do testing accommodations apply to pop quizzes?

If pop quizzes are necessary, instructors should clearly state this in the syllabus to allow early discussion. Pop quizzes are generally not recommended because extended time can cause students to miss class, and necessary accommodations (e.g., formatting, scribe, screen reader) may not be available. If used, instructors should give students with accommodations advance notice or arrange alternatives. Contact Disability Services for guidance.

Should all testing accommodations on the letter be provided for every assessment?

Registering with Disability Services grants students reasonable accommodations and providing a letter to faculty each semester enables their use. Students will choose which accommodations to apply to each course. Instructors must discuss logistics with students and cannot deny accommodations without consulting Disability Services.

Can the assessment occur at a different time than the class will be taking it?

Students should generally take assessments with accommodations at the same time or on the same day as the class. Exceptions arise when scheduling conflicts occur, such as back-to-back classes or Testing Center hours. Accommodations should not cause students to miss class, and if needed, assessments may be taken the next day but never before the class test date to ensure equal study time.

If the assessment is arranged to be at an alternative time or location, can a different version be given?

No, giving a different test to students with accommodations could be seen as discriminatory. To maintain fairness, consider scrambling the numbering or order of questions for all students. For concerns about alternative assessments, contact Disability Services.

What does a Reduced Distraction Environment accommodation entail?

This accommodation ensures a reasonably quiet area with few interruptions, not a completely distraction-free space. Options include Testing Centers, conference rooms, empty classrooms, offices, or other available spaces. Instructors can coordinate with their department to find a suitable location.

What if the assessment is standardized through an outside entity (I.e. GRE, licensure, MTEL, certifications)?

Standardized assessments have specific accommodation procedures. Students and faculty should review the hosting agency's guidelines. Disability Services can assist with required documentation if needed.