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When given more time than usual to complete a mathematics test, most students in a recent study said they felt more comfortable, were more motivated, felt less frustrated, thought they performed better, reported that the test seemed easier, and preferred taking the test under the extended time condition.

However, the effect of the "extended time" accommodation was not significant for students without disabilities, or for students with disabilities.

These findings result from a recent dissertation study conducted by UW–Madison graduate student Ann Marquart (2000), under the direction of UW–Madison education professors Stephen N. Elliott and Thomas R. Kratochwill.

Examining the use of an "extended time" accommodation on a mathematics test, Marquart predicted (a) students with disabilities, but not students without disabilities, would score significantly higher in the extended time condition than in the standard time condition, (b) students with low math skills, but not students with higher math skills, would score significantly higher in the extended time condition, and (c) all student groups would perceive the extended time condition as helpful in reducing anxiety, in allowing them to exhibit what they know, and in increasing their motivation to finish tests.

Most teachers but few parents indicated that a score from an accommodated test is as valid as a score for the same test without accommodations. Many parents but no teachers believed that the score from an accommodated test is less valid, and some members from both groups were uncertain. Most members of each group believed that if accommodations are used on a test, those accommodations should be reported with the test results.

For more information, see http://www.wcer.wisc.edu/testacc/publications.html.