An explanation of effective ways to use frequent breaks in assessment.
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Procedure
- Consider the student's needs. Ask, "How often does the student need a break?" The student's classroom teacher usually is an excellent resource in answering this question.
- Review the assessment to see whether there are reasonable points in the assessment at which time the student might take a break with the least disruption to his or her concentration.
- Use a timer (e.g., watch alarm, kitchen timer) to alert you to preestablished breaks. If a student has difficulty transitioning to a break, provide the student with a cue several minutes before the break (i.e., "we'll take a break in five minutes").
- Depending on the student's needs, give the student a choice of taking the break or continuing. If the student is permitted to inform you when he or she needs a break, determine the routine with the student. For example, the student simply may raise his or her hand and request it.
- Encourage the student to think about breaks strategically (e.g., try to finish a page or a section before requesting a break).
Providing a student with breaks may interrupt his or her concentration. Make sure the student needs the break and that it occurs at an appropriate point in the test. In some states, breaks during a subtest are not approved.
Excerpted from Assessment Accommodations Toolkit.
