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Learning & Teaching Innovation

Inclusive exam environments

The physical space students occupy during an in-person exam can significantly impact their comfort, focus and overall performance. Exam environments aren’t “one size fits all”, space can be expanded or adjusted based on various factors. By proactively addressing access and inclusion barriers, instructors can create a more equitable and supportive experience for all students.

Below is a non-exhaustive list of strategies to enhance accessibility within exam settings. While not every approach may be feasible in every context, these ideas can help reduce barriers. Keep in mind that these strategies may not fully meet students’ individual academic accommodations. Direct communication with students is essential to ensure disability-related needs are addressed effectively.

Communications regarding the exam process

Before the exam begins, plan ahead and communicate accordingly to remove barriers and set your students up for success. 

For students
  1. Give advance notice: Before the exam begins, plan ahead and communicate accordingly to remove barriers and set your students up for success. 
  2. Describe the space: Use the UVic Classrooms summary and examples so students know what to expect (location, size, structure e.g.,) 
  3. Provide updates for accommodations: Confidentially confirm with students whether barriers are mitigated in the exam space or if alternate arrangements are needed (e.g., with OREM or CAL).
  4. Review UVic exam policies: Include processes for breaks, illness, absences and scent guidelines.
For invigilators
  1. Share exam space details: Include the layout, desk spacing and any design implementation steps.
  2. Explain accommodation procedures: Provide clear guidance on applying and accessing accommodations while maintaining student privacy and confidentiality, as well as who to contact if challenges arise.

Preparing exam materials

Design exams that are easy to read and accommodate diverse learning needs, including:

Use readable formatting

Choose large font sizes (14+), sans serif fonts like Calibri, Arial, or Times New Roman, and clear headings for each section.

Provide time guidance

Include parameters for each section (e.g., 25 mins for multiple choice) to help students manage pacing.

Consider extended time

Implement Universal Extended Time (UET) where possible to reduce stress and improve equity.

Clarify grading criteria

Clearly state what will be graded (answers, portions of problem solving, etc.) and share rubrics during exam preparation.

Offer ample writing space

Give students enough room for answers and set clear expectations (e.g., two pages maximum).

Include supportive materials

If appropriate, allow notes, formulas, calculators, textbooks, or extra paper to reduce access barriers.

Provide backup supplies

Have extra pencils, pens, and other necessary tools available.

Strategies for the day of the exam

Communicate essentials

Share practical details about the exam space (washroom, water fountains), time markers, breaks and what to do when exam is completed.

Assess the space

Space students 1-2 desks apart, facing walls instead of backs of other students and use cardboard carrels when necessary.

Adjust the lighting

Turn off lights that are flickering or causing noise and if applicable find ways to increase natural lighting.

Acknowledge stress

Normalize feelings of anxiety and consider offering a self-regulation activity before exam starts (e.g., deep breathing, stretching).

Minimize distractions

Allow students to use noise-reducing items (e.g., earplugs, noise-cancelling headphones), ensure all devices are muted, address internal and external noise promptly, and provide silent ways for students to ask questions (e.g., paper and pen). Communicate these options to students in advance.

References

  1.  Jacobs, L. (2023). Access to post-secondary Education in Canada for students with disabilities. International Journal of Discrimination and the Law, 23(1-2), 7-28. https://doi.org/10.1177/13582291231174156
  2. Madriaga, M., Hanson, K., Heaton, C., Kay, H., Newitt, S., & Walker, A. (2010). Confronting similar challenges? Disabled and non‐disabled students’ learning and assessment experiences. Studies in Higher Education, 35(6), 647–658. https://doi.org/10.1080/03075070903222633
  3. Smith, G. W., & Classen, A. I. (2018). Experiencing a Reduction in Classroom Auditory Distractions for Students with and without Disabilities: A Phenomenological Inquiry. Journal of Ethnographic & Qualitative Research, 12(4), 294–305
  4. Tai, J., Mahoney, P., Ajjawi, R., Bearman, M., Dargusch, J., Dracup, M., & Harris, L. (2022). How are examinations inclusive for students with disabilities in higher education? A sociomaterial analysis. Assessment & Evaluation in Higher Education, 48(3), 390–402. https://doi.org/10.1080/02602938.2022.2077910
  5. The LSAT at a test center | The Law School Admission Council. (n.d.). Lsac. https://www.lsac.org/lsat/about/test-center-modality