Accommodation Solutions Online

Mark on Exams

The ability to mark on exams or use scratch paper allows students space to write down formula or implement strategies that allow them to demonstrate what they know.

Allowing students to mark on exams is provided as an accommodation for students who do not have the fine motor skills to fill out Scantron forms, for students who use written strategies to accommodate a disability, who have visual tracking difficulties, or who take rest breaks during testing. Some students write outlines or formulas or accommodate for memory difficulties by marking out wrong answers as a processing strategy. The use of scratch paper on exams is appropriate for individuals in all types of testing situations. Such assistance may allow students to more effectively demonstrate their knowledge or understanding because they are better able to focus on the content rather than the process of answering the questions. If computerized exams are given, students should be given a paper copy of the exam or scratch paper.

Responsibilities


Student

It is the responsibility of the student to notify the services for students with disabilities office if they need to mark on exams, and to alert the services office if there are any problems receiving this accommodation.

Faculty

Faculty are responsible for providing paper copies of exams for students to write on in a manner that maintains students' confidentiality and privacy.

Administration

It is the responsibility of the services for students with disabilities office to notify faculty of the student's right to mark on exams, and to facilitate communication between faculty and the student.

Resources

Related Functional Characteristics

Motor Skill (Fine) : Students may need to mark their answers on the exam if they do not have the fine motor control to accurately fill out bubble sheets.

Visual Tracking Problem : Marking on the exam or scratch paper allows students to highlight or otherwise identify critical information to alleviate mistakes due to visual tracking difficulties.

Low Vision : Students may need to mark their answers directly on the exam if students they are unable to visually process and mark on Scantron forms.

Working / Short Term Memory Deficit : Marking on exams allows students with working memory deficits to utilize strategies such as outlines for responses, writing formulas, or striking out wrong answers.

Long Term Memory Deficit : Marking on exams allows the student to write down formula or other information that they have difficulty retrieving rapidly from long term memory.

Sequencing Deficit : Marking on exams allows a student to write out the steps necessary to solve a problem and to review their work.

Processing Deficit (Visual) : The ability to mark on exams allows students with visual processing disabilities to color code or highlight certain portions to aid understanding.

Processing Deficit (Language) : Allowing students with to mark on exams is necessary so they can use strategies to compensate for difficulties with reading decoding and comprehension, mark connections about learned material or clarify test questions.

Fluid Reasoning : The ability to mark on exams allows the student with fluid reasoning deficits and opportunity to visually work through complex problems.

The Building Accepting Campus Communities (BACC) project was funded by the US Department of Education Office of Secondary Education grant #P333A080070-09. The University of Nebraska does not discriminate based on gender, age, disability, race, color, religion, marital status, veteran's status, national or ethnic origin, or sexual orientation.