The Extra-Examination Time Granting Policy: A Reconceptualization

Sorel Cahan*, Ronit Nirel, Moty Alkoby

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

10 Scopus citations

Abstract

Differential granting of extra-examination time (EET) is commonly based on learning disabilities (LD) status: EET is granted to LD examinees and is denied to nondisabled examinees. We argue that LD serves as a proxy for the extent to which time limitation affects the examinee’s test score (e). Hence, the validity of the LD-based EET granting policy depends on how well LD status serves as a proxy for e. Reanalysis of 11 comparative experimental studies of the effect of EET shows that LD status is a poor proxy for e. The proportion of nondisabled examinees who benefit from EET roughly equals the corresponding proportion among LD students. Implications of these results for the validity and fairness of this policy are discussed.

Original languageAmerican English
Pages (from-to)461-472
Number of pages12
JournalJournal of Psychoeducational Assessment
Volume34
Issue number5
DOIs
StatePublished - 1 Aug 2016

Bibliographical note

Publisher Copyright:
© 2015, © The Author(s) 2015.

Keywords

  • extra-examination time
  • learning disabilities
  • power tests
  • test accommodation

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