Comment Re:I see something like that as well (Score 1) 94
There is also a very easy way around it and one that is pedagogically sound: Give students generous time in exams. I do that routinely because I think the "time" angle in skills test (and IQ tests) is nonsense in mental tests. Somebody that can understand and use a thing is vastly superior to somebody that cannot do it. Whether they can do it fast or slow does really not matter much or at all. Hence what happens with my "more time" students is that they do not get any specific advantage, most do not even take the extra time on my exams. The ones with real issues are all fine with that and I guess these are the only ones I see here.
Of course, this requires exams that actually test insight and skills, not just memorization (which is mostly worthless anyways today) or training. And these take much more time to make and much more time to correct and (gasp!) the person making the exam actually has to have a real clue about their subject! It is surprising how often that is not the case in academic teaching.
The questionable definition of “disabled” today, reflects considerable coddling that likely isn’t justified for many given the hockey-stick shaped statistical chart tracking that. That is already a handicap for them in adulthood. Perhaps we not coddle them further and assume “slow and easy” is a speed their boss won’t use to replace them. Quickly.
Reality comes fast and hard the minute you step off that graduation stage. Are we helping or hurting with more college tolerance? What should have been left behind in high school? Anything at all? America moves at the speed of greed.
Timed tests have been around for a very long time. If they were that crippling, why would it have not have shown itself in society, long ago? And in the test results?