Approved testing accommodations apply to all timed assessments, including pop-quizzes. Providing reasonable accommodations for pop-quizzes maintains the integrity of the evaluation process and ensures that students have the opportunity to accurately demonstrate their knowledge.
While pop-quizzes can be a valuable teaching/learning tool, implementing testing accommodations for them can present logistical challenges including scheduling conflicts, the nature of the testing accommodations needed by the student, and/or the need for prior arrangements if the student would typically be taking the quiz at AEC. Possible strategies for accommodating pop-quizzes include:
- Evaluate the purpose of pop-quizzes and possibly eliminate them; set a regular date for quizzes so student and instructor can plan for accommodation needs, including testing at AEC due to need for extra time, assistive technology, document conversion, use of scribe, etc;
- Use Canvas for quizzes; assign quizzes to be taken at specific times and for specific length of time, (keeping in mind that some students with disabilities have extended time on exams as an accommodation);
- Base course grade for all students on an average of other tests/assignments and don’t count pop-quizzes;
- Allow student to take quiz with class and stay to complete quiz after class meeting is over (should be determined on a case-by-case basis with collaboration between instructor, AEC, and student. Instructor will need to verify with student ahead of time, during accommodation plan discussion, that student is available after class session and wouldn't miss another class / commitment by staying)
- If none of the above options are feasible, make arrangements ahead of time with AEC for a student’s accommodated testing, without disclosing quiz dates to student.
Instructors should contact AEC for support in navigating the implementation of pop-quizzes in their classes.