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Disability- and chronic health-related functional impacts can take time and effort to manage. When these impacts present during a quiz, test or exam, they can hinder fair opportunity for a student to express their knowledge and an instructor's ability to adequately assess it. For example, a student with a learning disability may read more slowly, or a student with colitis may require frequent washroom breaks.

The spirit of this accommodation is to allow the student to manage disability-related functional impacts while providing equitable access to the exam.

Extended time accommodations apply to course elements such as quizzes, pop quizzes, tests, exams and in-class assignments.

Student responsibilities

Discuss your extended time accommodation with your instructor as early in the term as possible, if you have questions.

Instructor responsibilities

Provide extended time for in-person and online exams as described in the student’s accommodation letter.

Engage central and departmental supports if you cannot provide extended time in the exam environment.

Ensure invigilators can provide and track extended time. Central support staff are already trained to do so.

Accommodated assessment supports

The CAL Assessment Program and OREM Accommodated Assessments can support instructors in the implementation of extended time accommodations. Each program operates differently which is explained on VPAC's accommodated assessments page.

Learning and Teaching Innovation’s (LTI)  is a Zoom invigilation service for online exams.

How to help

Tell students your exam details at the start of term. One option is to include a statement in your syllabus or course outline about how you intend to implement extended time during exams.

Consider using access-centered assessment strategies, like . LTI can support the transition to access-centred teaching and learning. LTI also provides a to help get you started.