The Efficacy of Extended Time on Tests for Postsecondary Students with Learning Disabilities.
Bibliographic record
Abstract
The present study examined the effects ofextended and untimed testing on postsecondary students with and without learning disabilities. Extended time on tests is one of the most frequently requested academic accommodations for postsecondary students with learning disabilities. The subjects were students with and without learning disabilities enrolled in a university and a community college in Ontario, Canada. Students were administered the Nelson-Denny Reading Test under various timing c9nditions. The Raven's Advanced Progressive Matrices and the Learning and Study Strategies Inventory were also completed. The results ofthe study presented here show that by extending the time limits on the Nelson Denny Reading Test students with learning disabilities realized significant gains on their test scores with the students without learning disabilities making less dramatic gains. Students with learning disabilities had significant differences from their peers without learning disabilities on several scales of the Learning and Study Strategies Inventory.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.005 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".