TEST ANXIETY & DISABILITY ACCOMMODATIONS
From the McBurney Disability Resource Center, UW-Madison 608-263-2741 (TTY 263-6393 Website: www.mcburney.wisc.edu)
The purpose of this document is to help faculty and staff: 1) assess and assist students experiencing test anxiety; 2) determine when to refer students for disability accommodations. Test anxiety can often impair a studentıs ability to demonstrate what he/she knows. Assisting students with this problem can alleviate some of the interference and unpleasantness of test anxiety. Stress around performances, physical shakiness, increased heart rate, difficulty breathing, "blanking out," panicking are all symptoms of the stress of performance. Test-taking, however, is not considered a major life activity as defined by law and therefore does not meet the criteria for eligibility for disability services on campus. When it spreads to social and work life, anxiety can be a symptom of a bigger disorder, which could warrant disability accommodation. If such evidence appears, please contact us or refer a student to our center. Consider the following causes of and strategies for test anxiety (contact information on reverse).
Expected achievement
Does the studentıs achievement reflect what one would expect based on performance apart from in-class evaluations (e.g., papers, class participation, etc)? If not, test anxiety may be unduly influencing the studentıs exam outcome. What follows will help guide you to resources and strategies.
Overall performance
Is the testing difficulty occurring in only some of the courses or confined to only 1 or 2 test formats (e.g. multiple-choice, essay)? A more-pervasive disorder is likely to affect most or all of a studentıs exams and evaluations.
Test preparation
Is the student doing everything possible to adequately prepare for exams (e.g. using tutors, having instructors evaluate his or her notes, going to the GUTS study skills classes)? Lack of preparation often accounts for high levels of anxiety.
Situational factors
Are external events contributing to high levels of anxiety (e.g., relationship, alcohol, or financial problems)? Is this temporary or long-term? If so, consider referring the student to counseling, academic deans, or financial aid, etc.
Background
Does the student lack confidence in the academic area, either due to a bad experience or inadequate prior education? These are non-medical causes that may be improved with assistance (see reverse).
Support
If the anxiety is unmanageable, is the student getting support? Assistance could come from an academic advisor, a counselor (on or off campus), coping strategies or treatments, or stress management groups. If this is not sufficient, another consideration could be a medical condition.
Disorders
Has the student been assessed for any conditions interfering with ability to perform such as Attention Deficit Disorder, Social Phobia? Such a disorder could account for test-taking difficulties that persist even after adequate ability and preparation. If a student discloses diagnosis or medical condition, please refer him or her to the McBurney Center.
Disability
If a student has been diagnosed with a disorder (psychological, physical, or cognitive) that substantially limits one or more major life activities, has the student been deemed eligible for disability-related services and accommodations (e.g. extra time on exams, use of private room)? Refer such students to the McBurney Center to determine eligibility for disability related services. If so, students will receive a written plan (VISA) listing our recommendations they can share with you.
Accommodations
Are there reasonable modifications that can be made in the test or performance requirement that would reduce the interference of student's anxiety without fundamentally altering the course or compromising the standards? Instructors are free to implement such changes informally even if a student is not eligible for formal disability accommodations. These modifications can benefit other students who have other challenges such as English as a second language or those who are first-generation college attendees.
There are numerous resources on campus available to students with test anxiety. The chart below lists those for both disabled and non-disabled students. As mentioned, faculty are free to provide test accommodations when appropriate and reasonable, even if a student does not qualify for formal disability accommodations.
Resources for Non-disabled Students
Study & test-preparation skills development (e.g. GUTS, 263-5666)
Tutors (GUTS, TRIO for qualified students, 265-5106)
Faculty & TA assistance
Stress management (Counseling & Consultation Services, 262-1744)
Therapeutic & medical strategies (C&CS for qualified students, off-campus clinicians)
Informal test accommodations (requiring faculty approval): e.g. extra time, quiet room, breaks, alternative format, make-up exam)
Exam substitution: (e.g. paper, project, oral discussion)
Course alternative: (e.g. courses without exams)
Services for Disabled Students
All resources available to non-disabled students (listed above) plus:
Formal accommodations (University obligation): eligible for alternative-testing (e.g. extra time, quiet room, breaks, alternative format or substitution, make-up exams listed in a formal, written plan, VISA)