English Examination Sampler (7.1 MB)

No. The provision of mathematical formulas for any State mathematics assessment is not permitted. If students have entered formulas into their calculators, these must be deleted or the student must be given an alternate calculator for the State assessment.

 Testing accommodations are neither intended nor permitted to:

Objective questions first appeared in Regents examinations in 1923. The first objective questions used were of the true-false, completion, and matching variety. In 1927, multiple-choice questions first appeared in the Regents examinations. By 1940, multiple-choice questions were being used in examinations in English, social studies, Latin, the sciences, and agriculture. At present, all examinations include a large proportion of objective questions, although most of the examinations still retain questions of the free answer or essay type.

flexibility in scheduling/timing;

alter the construct of the test being measured or invalidate the results.

(Note: Since the 2002-03 school year, this testing accommodation has not been permitted for use on sections of the State Elementary and Intermediate ELA tests that measure reading comprehension.)

provide students with disabilities access to the assessment program;

Flexibility in setting may be needed in conjunction with other accommodations provided to the student. For example, changing the location of an examination may be needed to effectively provide extended time or use of a scribe.

the student’s individual strengths and needs;

Providing additional time may benefit some students but not others, depending on the individual needs of the student. For example, some students may use additional time to second-guess themselves and repeatedly revise their responses to test items. Long periods of test taking may diminish a student’s optimal performance as the student tires and loses concentration. To help determine how much additional time a student may need for tests, the additional time that the student needs for instruction should be considered. In addition, students using Braille or large print to take an assessment may need additional time to complete the test.

the instructional accommodations provided to the student;

Examples of student characteristics which may indicate the need for flexible setting accommodations include students who have difficulty maintaining attention in a group setting; students who use specialized equipment that may be distracting to others; and students with visual impairments who may need special lighting.

the types of testing accommodations; and

The basic subjects of ACE are mathematics English science social studies bible Literature amp Creative Writing and word building spelling and word The Comprehensible Classroom

the type and purpose of the tests.

In all instances, the setting should be one that is comfortable and appropriate for test administration. The CSE/CPSE/504 MDT should note in the IEP/504 Plan the location and the conditions that will address noise and distraction issues.