Setting: Separate Location

How a separate location can aid assessment accommodation.

Setting: Separate Location

Related References
Types of Assessment


Guiding Principles
Case Studies

Separate locations (for example, the special education resource room, a vacant classroom, or a conference room) are generally used for small-group or individual testing. The rooms should be quiet (e.g., no phones ringing, no external noise such as aband practice room nearby), well lit, and appropriately ventilated. The size of thefurniture should be appropriate for the age and size of the students. Adequate working space should be available.


  1. Identify an appropriate room, preferably one with which the student is familiar.
  2. If the student is not familiar with the room, provide him or her the opportunity tospend some time in it before the assessment.
  3. If necessary, make sure that the room isaccessible to students with physical needs. Then, schedule the room.
  4. On the day of the test, review the room accommodations and the arrangement ofthe furniture.
  5. Check to make sure there is adequate lighting and that all supplies(e.g., pencils, assistive devices) are in working order.
  6. Place a sign on the door thatindicates testing is taking place.
  7. Plan how the student will come to the room.
  8. If the student is expected to come tothe room independently, determine a routine for transitioning prior to the testing day.


Occasionally, the size of the room may be over estimated. For example, a room mayappear large enough to accommodate five students, but once they are all present,the space is cramped. Or, the combination of students in a small group may provetroublesome (e.g., two students do not get along with each other, even though theyrequire the same accommodation). Finally, when using another classroom, makesure objects that may be distracting to the students (e.g., a contingency chart, toys,interactive bulletin boards, and animals) have been removed.

Excerpted from Assessment Accommodations Toolkit.

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