Excel Sample Sheet 41385 | Online Assessments And Accessibility Excel Resource

Partial file snippet.

Sheet 1: Introduction

Assessment chart developed by UTM Accessibility Services, UTM Library & Instructional Technologies, UTM Robert Gillespie Academic Skills Centre, UTSC Centre for Teaching and Learning, UTSC AccessAbility Services, Uof T Accessibility Services, U of T Student Life, Centre for Teaching Support & Innovation, 2020.

Excel resource developed by J. Fletcher and A. Limanni, Centre for Teaching Support & Innovation, 2020.

Purpose of this resource

This resource highlights a variety of approaches to accessible assessment of student learning in the online environment. It is intended to help instructors explore different approaches to online assessments, while also identifying possible accommodation approaches relative to common types of online formative or summative assessment.
Within each category of assessment are key considerations to keep in mind when designing an online assessment, with links to tools and processes that can help implement an assessment in ways that help address students’ accommodation needs. The categories and examples included here are illustrative only and are not meant to be exhaustive. Your assessments may look different from the examples shared here.
For general guidance on how to assess student learning online, please see the Assessing Learning section of the Teaching Online/Remotely guide on the Centre for Teaching Support & Innovation website. Also, see the Tips for Accessibility When Moving to Online Course Delivery tip sheet. Links to both resources are below.

Teaching Online/Remotely - Assessing Learning

Tips for Accessibility When Moving to Online Course Delivery

How to use this resource

This resource is designed as a matrix that allows instructors to view the range of considerations that can help plan an effective and accessible assessment, along with the tools that can help administer the assessment online. The matrix also points to accommodations approaches and requirements that can ensure assessments are conducted in an equitable manner.

Assessments in this resource have been divided into three broad categories:
(1) Quizzes, Tests & Exams;
(2) Written Assignments; and
(3) Other Online Assessments.
Each category has its own button - see the tabs along the bottom of the spreadsheet.

1. Click on a button or tab to be taken into one of the assessment categories.

2. On the left-hand side, scroll down to see tools in Quercus or the broader U of T Academic Toolbox that can assist with delivering the assessment; key considerations when planning an online assessment; options for accommodations and increasing flexibility for students completing the assessment; and information on additional approaches, supports and resources.

3. Scroll across the top of the category to see various examples of possible online assessments in that category.

Key terms in this resource

SUMMATIVE assessments
Normally high-stakes projects, assignments, tests or exams that measure and evaluate what a student has learned at the end of a unit within a course (e.g., several weeks, course section, chapters) or at the end of an entire course; grades are typically assigned.

FORMATIVE assessments
These can take many forms—small assignments, steps in a larger project, peer assessments, short quizzes—and are normally low-stakes or mid-stakes with few to no grades attached to them; they allow students to practice application of skills and concepts in a low-risk way and to check progress in their understanding as they move through a course.

ASYNCHRONOUS
With asynchronous delivery, students complete the work on their own time.

SYNCHRONOUS
With sychronous delivery, students complete the work in real time (e.g., during a "live" webinar).

DURATION
The amount of time required to complete an assessment; considers whether students are required to complete the assessment within a specific time window, with either defined or open start and end times.

FLEXIBILITY
The degree to which the completion requirements for an assessment can be varied; e.g. students can submit their work in different formats, at different points during the course; also involves consideration of whether deadlines for submission are fixed or flexible.

OPEN BOOK
An assessment during which students have access to their course materials (e.g., readings, notes). Open book exams are typically shorter in duration (approximately 2 - 3 hours) and do not require research beyond the course materials.

TAKE-HOME EXAM
An open book assessment that typically has a longer duration than a timed quiz or test; as an example, students may have a window of 24 hours (or longer, up to one week) to submit their exam. A take-home exam may require additional research beyond the course materials.

Sheet 2: 1. Quizzes, Tests, and Exams

Links to the tri-campus Accessibility Services offices and Accommodated Testing Services offices can be found at the bottom of this worksheet.

QUIZZES
TESTS or EXAMS

Example 1
Example 2
Example 3
Example 1
Example 2
Example 3
Example 4

1-hour timed quiz which starts at 1 pm on Monday and ends at 2 pm on the same day.
10-question quiz for each week of the course, focused on checking understanding of assigned readings.
15-minute survey done at the end of each of the 4 units of learning (i.e., every 4 weeks) to check students’ confidence about learning progress.
A 2-hour mid-term test on Wednesday, 2-4pm
A 2-hour open-book final exam that students have to complete any time on Thursday, between 9 am and 1 pm. Once they begin the test, they have 2 hours to complete it.
Take-home exam, opened to students on Monday at noon and due on Tuesday by noon. Students have a window of 24 hours to submit the exam answers.
A 30-minute oral test or exam scheduled across an entire week with students signing up for a specific 30-minute time slot.

Quercus Tools to Support the Assessment
Quizzes (graded)
Quizzes (graded)
Survey (Ungraded Quiz)
Quizzes (graded)
Quizzes (graded)
Quizzes (graded)
Synchronous: Blackboard Collaborate Ultra

Office 365 Form
Assignments in Quercus (online submission via file upload)
Assignments in Quercus (online submission via file upload)
Assignments in Quercus (online submission via file upload)
Synchronous: Microsoft Teams Video Meetings

Asynchronous option: Snagit

Considerations

Summative or formative?
Summative
Formative
Formative
Summative
Summative
Summative
Summative

Part of final grade?
Yes
Yes, small portion
No
Yes, likely significant
Yes, likely significant
Yes
Yes

Access (synchronous v. asynchronous?)?
Synchronous
Asynchronous
Asynchronous
Synchronous
Synchronous
Asynchronous
Synchronous

Duration (defined or undefined?)?
Defined, 1 hour
Undefined, as students can take as much time as they need
Undefined, with an anticipated completion time of 15 minutes
Defined, 2 hours
Defined, 2 hours
Defined, 24 hours
Defined, 30 minutes

Deadline flexibility (fixed or flexible?)?
Fixed deadline
Flexible, as students can complete the quiz at any time
Somewhat flexible, as the survey can be submitted at any time during the day
Inflexible, as students complete the test at the same time
Somewhat inflexible, as students have a defined period for completion but there is some flexibility as students can decide when to begin the test
Somewhat flexible, as students have 24 hours to work at their own pace to complete the assessment
Inflexible, as there is a synchronous session at a specific time and for a fixed duration

Flexibility Options

Flexible alternatives for students
Distribute the quiz as a Word or PDF file if students have connectivity problems.

Provide alternatives such as an oral exam or recorded student presentation
Allow students to submit a script and their slides or a recording of their oral presentation

Extend submission time for all students to account for technical issues.

Accommodation Options

Requirements for individual students to provide equitable access for completing an assessment
Add time to an attempt

Add time to the window of availability
Add time to an attempt
Add time to an attempt

Add time to the window of availability

Add time to the window of availability
Add time to the window of availability

Support Strategies and Resources

Resources and approaches to help you implement assessments and support your students
Contact your divisional educational technology support representative to determine best ways to customize settings in Quizzes.
Contact your divisional educational technology support representative to determine best ways to customize settings in Quizzes.
Contact your divisional educational technology support representative to determine best ways to customize settings in Quizzes.
Reach out and consult with the relevant Accommodated Testing Services office on the St. George, UTM or UTSC campus. Links to these offices are indicated at the bottom of this worksheet.
Reach out and consult with the relevant Accommodated Testing Services office on the St. George, UTM or UTSC campus. Links to these offices are indicated at the bottom of this worksheet.
Reach out and consult with the relevant Accommodated Testing Services office on the St. George, UTM or UTSC campus. Links to these offices are indicated at the bottom of this worksheet.
Host non-evaluated practice sessions to help prepare students to complete a live exam and reduce anxiety levels.

Instructions should indicate to all students that they need to complete the exam within one continuous time period as the timer will commence as soon as the quiz is opened by the student. Note that this holds only for students who do not already have an appropriate accommodation plan in place. Some students may require, as part of their accommodation plan, that a test be broken down into separate parts with breaks. If a student's accommodation plan requires a break in writing, this would need to be accommodated. For further information, consult with the relevant Accommodated Testing Services office on the St. George, UTM or UTSC campus. Links to these offices are indicated at the bottom of this worksheet.
Instructions should indicate quiz parameters to students so they aware of the flexibility and format before they begin.
Consider sharing the results of the survey with students to empower and motivate them.
Support students in their preparation for each assessment to reduce test anxiety
Support students in their preparation for each assessment to reduce test anxiety
Support students in their preparation for each assessment to reduce test anxiety
Support students in their preparation for each assessment to reduce test anxiety

If Accommodations require adjustments to the start time (i.e. AM only, noon start time, etc.) and instructors are setting up extra time accommodations at the end of the exam, please follow up with the relevant campus Accommodated Testing Services office to discuss. Links to these offices are provided at the bottom of this worksheet.
Reach out and consult with the relevant Accommodated Testing Services office on the St. George, UTM or UTSC campus. Links to these offices are indicated at the bottom of this worksheet.
Reach out and consult with the relevant Accommodated Testing Services office on the St. George, UTM or UTSC campus. Links to these offices are indicated at the bottom of this worksheet.

Reach out and consult with the relevant Accommodated Testing Services office on the St. George, UTM or UTSC campus. Links to these offices are indicated at the bottom of this worksheet.

Accommodated Testing Services Offices

Connect with the relevant campus office below for assistance and guidance on how to implement a testing accommodation.

UTSG Accommodated Testing Services

UTM Accessibility Testing Services

UTSC Accommodated Testing Services

Accesibility Services Offices

Connect with the relevant campus office below for guidance on how to implement equitable and accessible assessments.

UTSG Accessibility Services

UTM Accessibility Testing Services

UTSC AccessAbility Services

Sheet 3: 2. Written Assignments

Links to the tri-campus Accessibility Services offices and Accommodated Testing Services offices can be found at the bottom of this worksheet.

Written Assignments
Shorter Writing Assignments
Longer Writing Assignments

Example 1
Example 2
Example 1
Example 2

A one-page annotated bibliography that includes a list of sources (books, journals, websites, periodicals, etc.) accompanied by a summary and evaluation of each source. Due in first 2 – 3 weeks of a course.
750-word response papers based on provided texts or images that involve some analysis and reflection, and are submitted on a rolling basis throughout a course. Students might be provided a list of documents/images/media clips in week one of a course and then must work to submit a response paper every other class. Any research of new/additional information is minimal.
An essay based on original research that is assigned during the first week of class with a set due date at the end of the course. Students must identify, seek out and consolidate information on their own, with ample time to research, prepare and submit a draft if necessary, edit and finalize, etc.
An analysis paper or project report assigned in the first week of class that asks students to work with a provided data set or set of problems/documents through the term and then submit a final analysis and set of findings on a set due date at the end of the course.

Quercus Tools to Support the Assessment
Assignments
(online submission via file upload or URL)
Assignments
(online submission via file upload or URL)
Assignments
(online submission via file upload or URL)
Assignments
(online submission via file upload or URL)

Considerations

Summative or formative?
Formative
Formative
Summative
Summative

Part of final grade?
Yes, if part of a scaffolded approach to a larger written assignment
No, if ungraded
Yes, likely a significant portion of course grade
Yes, likely a significant portion of course grade

No, if only used to give early feedback to students on the quality of the sources located
Yes, if minimal grade attached

Access (synchronous v. asynchronous?)?
Asynchronous
Asynchronous
Asynchronous
Asynchronous

Duration (defined or undefined?)?
Defined,will vary
Defined,will vary
Defined, will vary
Defined, will vary

Deadline flexibility (fixed or flexible?)?
Flexible, will vary (extending deadline may extend the rest of the assignment as well)
Fixed, if requiring weekly/bi-weekly submission
Fixed, due at end of course
Fixed, due at end of course

Flexibility Options

Flexible alternatives for students
Submission can be extended somewhat for assignments due in the first couple of weeks in the course to ensure students have the necessary time to become oriented to the writing requirements and expectations in the course.
Offer students the option of submitting only 4 of 6 papers at any point in the term before a certain date – students would submit in whatever week they choose.
Note: Grading Rules for Assigment Groups in Quercus allow you to drop the lowest X scores for assignments within that group.
Deadline can be somewhat flexible within reason (before the exam period, etc.) and according to department and Accessibility Services practices.
Deadline can be somewhat flexible within reason (before the exam period, etc.) and according to department and Accessibility Services practices.

Offer students the option to resubmit an assignment.
Note: It is now possible to set a specific number of attempts for assignments in Quercus.
Offer students the option to resubmit an assignment.
Note: It is now possible to set a specific number of attempts for assignments in Quercus.
Offer students the option to resubmit an assignment.
Note: It is now possible to set a specific number of attempts for assignments in Quercus.
Offer students the option to resubmit an assignment.
Note: It is now possible to set a specific number of attempts for assignments in Quercus.

Accommodation Options

Requirements for individual students to provide equitable access for completing an assessment
Reach out and consult with an accessibility advisor in the relevant campus Accessibility Services office - see below this chart for links to these offices.
Accessibility Students with an approved essay extension accommodation may request extensions up to 7 days on a case by case basis, approved by their instructor. Beyond 7 days, the student is required to submit an extension request form (on Accessibility Services website)
In Quercus Assignments, extensions can be provided to individual students by adding additional time to the assignment availability window.
Accessibility Students with an approved essay extension accommodation may request extensions up to 7 days on a case by case basis, approved by their instructor. Beyond 7 days, the student is required to submit an extension request form (on Accessibility Services website)
In Quercus Assignments, extensions can be provided to individual students by adding additional time to the assignment availability window.
Accessibility Students with an approved essay extension accommodation may request extensions up to 7 days on a case by case basis, approved by their instructor. Beyond 7 days, the student is required to submit an extension request form (on Accessibility Services website)
In Quercus Assignments, extensions can be provided to individual students by adding additional time to the assignment availability window.

Reach out and consult with an accessibility advisor in the appropriate campus accessibility office - see below this chart for links to these offices.
Reach out and consult with an accessibility advisor in the appropriate campus accessibility office - see below this chart for links to these offices.
Reach out and consult with an accessibility advisor in the appropriate campus accessibility office - see below this chart for links to these offices.

Support Strategies and Resources

Resources and approaches to help you implement assessments and support your students; at any time, for additional guidance and assistance, reach out and consult with an accessibility advisor in the relevant campus Accessibility Services office. See below this chart for links to these offices.
Contact your divisional educational technology support representative to determine best ways to customize settings in Assignments.
Contact your divisional educational technology support representative to determine best ways to customize settings in Assignments.
Contact your divisional educational technology support representative to determine best ways to customize settings in Assignments.
Contact your divisional educational technology support representative to determine best ways to customize settings in Assignments.

Liaison Librarians: For all assignments, but particularly writing assignments, instructors should connect with a Liaison Librarian as early as possible in a course, to plan assignments and assessments; Liaison Librarians can also deliver in-class presentations customized to your assignments that address the information skills your students will need to be successful in your course.
Liaison Librarians: For all assignments, but particularly writing assignments, instructors should connect with a Liaison Librarian as early as possible in a course, to plan assignments and assessments; Liaison Librarians can also deliver in-class presentations customized to your assignments that address the information skills your students will need to be successful in your course.
Liaison Librarians: For all assignments, but particularly writing assignments, instructors should connect with a Liaison Librarian as early as possible in a course, to plan assignments and assessments; Liaison Librarians can also deliver in-class presentations customized to your assignments that address the information skills your students will need to be successful in your course.
Liaison Librarians: For all assignments, but particularly writing assignments, instructors should connect with a Liaison Librarian as early as possible in a course, to plan assignments and assessments; Liaison Librarians can also deliver in-class presentations customized to your assignments that address the information skills your students will need to be successful in your course.

Communication: Communicate often and encourage students to ask questions about their assignments at all stages in the writing process:
- Offer virtual office hours and/or frequent check-ins (e.g., via MS Teams, Blackboard Collaborate Ultra)
- Use the discussion board to address students’ questions.
Communication: Communicate often and encourage students to ask questions about their assignments at all stages in the writing process:
- Offer virtual office hours and/or frequent check-ins (e.g., via MS Teams, Blackboard Collaborate Ultra)
- Use the discussion board to address students’ questions.
Communication: Communicate often and encourage students to ask questions about their assignments at all stages in the writing process:
- Offer virtual office hours and/or frequent check-ins (e.g., via MS Teams, Blackboard Collaborate Ultra)
- Use the discussion board to address students’ questions.
Communication: Communicate often and encourage students to ask questions about their assignments at all stages in the writing process:
- Offer virtual office hours and/or frequent check-ins (e.g., via MS Teams, Blackboard Collaborate Ultra)
- Use the discussion board to address students’ questions.

Scaffolds: Scaffold or build multiple steps into assignments; connect several smaller assignments as stages or components of a larger submission. Using shorter response papers can help students clarify their thinking before tackling the final higher-stakes evaluation (paper or test) in a course.

Scaffolds: Scaffold or build multiple steps into assignments; connect several smaller assignments as stages or components of a larger submission. The time it takes to write a research paper is highly dependent on access to research materials, the subject matter and context of the assignment – clear assignment prompts and regular check-ins through the term, coupled with a scaffolded approach to the essay preparation and writing process, will help build student self-direction and efficacy.
Scaffolds: Scaffold or build multiple steps into assignments; connect several smaller assignments as stages or components of a larger submission.
An analysis paper or project report is highly dependent on the methodology and discipline, the subject matter and context of the assignment; clarity of expectations and clear steps/phases of work (and perhaps a workback schedule) will be helpful for students to meet the final deadline; for such an assignment, all students would benefit from a scaffolded approach.

Protocols: For shorter pieces of work submitted on a rolling basis throughout a course, a protocol (a set of prompts that are the same for every paper) can help students develop a pattern/routine for submitting their work.
Timeline: For longer written assignments like essays, provide students with a clear timeline that includes suggested signposts for each stage of the essay writing process (outline drafting, compiling a bibliography, identifying sources, note-taking, draft-writing, editing, etc.). Help students break down the writing process into distinct steps.
Timeline: For longer written assignments like papers and reports, provide students with a clear timeline that includes suggested signposts for each stage of the writing process (e.g., how to form a research question, when to move from initial choice of methods, to the analysis stage, to the writing-up stage). Help students break down the writing process into distinct steps.

Group writing during live webinars: Consider offering students class time during live webinars, or set up separate optional online sessions, to do some “group writing” – individual writing completed at the same time as their classmates. Students can work on a specific piece of their essay, no matter what stage they are at, while their classmates do the same in their respective locations; instructors can remain online to answer live chat questions.
Group writing during live webinars: Consider offering students class time during live webinars, or set up separate optional online sessions, to do some “group writing” – individual writing completed at the same time as their classmates. Students can work on a specific piece of their essay, no matter what stage they are at, while their classmates do the same in their respective locations; instructors can remain online to answer live chat questions.
Group writing during live webinars: Consider offering students class time during live webinars, or set up separate optional online sessions, to do some “group writing” – individual writing completed at the same time as their classmates. Students can work on a specific piece of their essay, no matter what stage they are at, while their classmates do the same in their respective locations; instructors can remain online to answer live chat questions.

Accommodated Testing Services Offices

Connect with the relevant campus office below for assistance and guidance on how to implement a testing accommodation.

UTSG Accommodated Testing Services

UTM Accessibility Testing Services

UTSC Accommodated Testing Services

Accesibility Services Offices

Connect with the relevant campus office below for guidance on how to implement equitable and accessible assessments.

UTSG Accessibility Services

UTM Accessibility Testing Services

UTSC AccessAbility Services

The words contained in this file might help you see if this file matches what you are looking for:

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	Links to the tri-campus Accessibility Services offices and Accommodated Testing Services offices can be found at the bottom of this worksheet.
	QUIZZES			TESTS or EXAMS
Example 1	Example 2	Example 3	Example 1	Example 2	Example 3	Example 4
1-hour timed quiz which starts at 1 pm on Monday and ends at 2 pm on the same day.	10-question quiz for each week of the course, focused on checking understanding of assigned readings.	15-minute survey done at the end of each of the 4 units of learning (i.e., every 4 weeks) to check students’ confidence about learning progress.	A 2-hour mid-term test on Wednesday, 2-4pm	A 2-hour open-book final exam that students have to complete any time on Thursday, between 9 am and 1 pm. Once they begin the test, they have 2 hours to complete it.	Take-home exam, opened to students on Monday at noon and due on Tuesday by noon. Students have a window of 24 hours to submit the exam answers.	A 30-minute oral test or exam scheduled across an entire week with students signing up for a specific 30-minute time slot.
Quercus Tools to Support the Assessment	Quizzes (graded)	Quizzes (graded)	Survey (Ungraded Quiz)	Quizzes (graded)	Quizzes (graded)	Quizzes (graded)	Synchronous: Blackboard Collaborate Ultra
			Office 365 Form	Assignments in Quercus (online submission via file upload)	Assignments in Quercus (online submission via file upload)	Assignments in Quercus (online submission via file upload)	Synchronous: Microsoft Teams Video Meetings
							Asynchronous option: Snagit
Considerations
Summative or formative?	Summative	Formative	Formative	Summative	Summative	Summative	Summative
Part of final grade?	Yes	Yes, small portion	No	Yes, likely significant	Yes, likely significant	Yes	Yes
Access (synchronous v. asynchronous?)?	Synchronous	Asynchronous	Asynchronous	Synchronous	Synchronous	Asynchronous	Synchronous
Duration (defined or undefined?)?	Defined, 1 hour	Undefined, as students can take as much time as they need	Undefined, with an anticipated completion time of 15 minutes	Defined, 2 hours	Defined, 2 hours	Defined, 24 hours	Defined, 30 minutes
Deadline flexibility (fixed or flexible?)?	Fixed deadline	Flexible, as students can complete the quiz at any time	Somewhat flexible, as the survey can be submitted at any time during the day	Inflexible, as students complete the test at the same time	Somewhat inflexible, as students have a defined period for completion but there is some flexibility as students can decide when to begin the test	Somewhat flexible, as students have 24 hours to work at their own pace to complete the assessment	Inflexible, as there is a synchronous session at a specific time and for a fixed duration
Flexibility Options
Flexible alternatives for students	Distribute the quiz as a Word or PDF file if students have connectivity problems.					Provide alternatives such as an oral exam or recorded student presentation	Allow students to submit a script and their slides or a recording of their oral presentation
	Extend submission time for all students to account for technical issues.

Accommodation Options
Requirements for individual students to provide equitable access for completing an assessment	Add time to an attempt		Add time to the window of availability	Add time to an attempt	Add time to an attempt
	Add time to the window of availability			Add time to the window of availability	Add time to the window of availability

Support Strategies and Resources
Resources and approaches to help you implement assessments and support your students	Contact your divisional educational technology support representative to determine best ways to customize settings in Quizzes.	Contact your divisional educational technology support representative to determine best ways to customize settings in Quizzes.	Contact your divisional educational technology support representative to determine best ways to customize settings in Quizzes.	Reach out and consult with the relevant Accommodated Testing Services office on the St. George, UTM or UTSC campus. Links to these offices are indicated at the bottom of this worksheet.	Reach out and consult with the relevant Accommodated Testing Services office on the St. George, UTM or UTSC campus. Links to these offices are indicated at the bottom of this worksheet.	Reach out and consult with the relevant Accommodated Testing Services office on the St. George, UTM or UTSC campus. Links to these offices are indicated at the bottom of this worksheet.	Host non-evaluated practice sessions to help prepare students to complete a live exam and reduce anxiety levels.
	Instructions should indicate to all students that they need to complete the exam within one continuous time period as the timer will commence as soon as the quiz is opened by the student. Note that this holds only for students who do not already have an appropriate accommodation plan in place. Some students may require, as part of their accommodation plan, that a test be broken down into separate parts with breaks. If a student's accommodation plan requires a break in writing, this would need to be accommodated. For further information, consult with the relevant Accommodated Testing Services office on the St. George, UTM or UTSC campus. Links to these offices are indicated at the bottom of this worksheet.	Instructions should indicate quiz parameters to students so they aware of the flexibility and format before they begin.	Consider sharing the results of the survey with students to empower and motivate them.	Support students in their preparation for each assessment to reduce test anxiety	Support students in their preparation for each assessment to reduce test anxiety	Support students in their preparation for each assessment to reduce test anxiety	Support students in their preparation for each assessment to reduce test anxiety
	If Accommodations require adjustments to the start time (i.e. AM only, noon start time, etc.) and instructors are setting up extra time accommodations at the end of the exam, please follow up with the relevant campus Accommodated Testing Services office to discuss. Links to these offices are provided at the bottom of this worksheet.	Reach out and consult with the relevant Accommodated Testing Services office on the St. George, UTM or UTSC campus. Links to these offices are indicated at the bottom of this worksheet.	Reach out and consult with the relevant Accommodated Testing Services office on the St. George, UTM or UTSC campus. Links to these offices are indicated at the bottom of this worksheet.				Reach out and consult with the relevant Accommodated Testing Services office on the St. George, UTM or UTSC campus. Links to these offices are indicated at the bottom of this worksheet.
Accommodated Testing Services Offices
Connect with the relevant campus office below for assistance and guidance on how to implement a testing accommodation.
UTSG Accommodated Testing Services
UTM Accessibility Testing Services
UTSC Accommodated Testing Services
Accesibility Services Offices
Connect with the relevant campus office below for guidance on how to implement equitable and accessible assessments.
UTSG Accessibility Services
UTM Accessibility Testing Services
UTSC AccessAbility Services

	Links to the tri-campus Accessibility Services offices and Accommodated Testing Services offices can be found at the bottom of this worksheet.
Written Assignments	Shorter Writing Assignments		Longer Writing Assignments
	Example 1	Example 2	Example 1	Example 2
	A one-page annotated bibliography that includes a list of sources (books, journals, websites, periodicals, etc.) accompanied by a summary and evaluation of each source. Due in first 2 – 3 weeks of a course.	750-word response papers based on provided texts or images that involve some analysis and reflection, and are submitted on a rolling basis throughout a course. Students might be provided a list of documents/images/media clips in week one of a course and then must work to submit a response paper every other class. Any research of new/additional information is minimal.	An essay based on original research that is assigned during the first week of class with a set due date at the end of the course. Students must identify, seek out and consolidate information on their own, with ample time to research, prepare and submit a draft if necessary, edit and finalize, etc.	An analysis paper or project report assigned in the first week of class that asks students to work with a provided data set or set of problems/documents through the term and then submit a final analysis and set of findings on a set due date at the end of the course.
Quercus Tools to Support the Assessment	Assignments (online submission via file upload or URL)	Assignments (online submission via file upload or URL)	Assignments (online submission via file upload or URL)	Assignments (online submission via file upload or URL)
Considerations
Summative or formative?	Formative	Formative	Summative	Summative
Part of final grade?	Yes, if part of a scaffolded approach to a larger written assignment	No, if ungraded	Yes, likely a significant portion of course grade	Yes, likely a significant portion of course grade
Part of final grade?	No, if only used to give early feedback to students on the quality of the sources located	Yes, if minimal grade attached	Yes, likely a significant portion of course grade	Yes, likely a significant portion of course grade
Access (synchronous v. asynchronous?)?	Asynchronous	Asynchronous	Asynchronous	Asynchronous
Duration (defined or undefined?)?	Defined,will vary	Defined,will vary	Defined, will vary	Defined, will vary
Deadline flexibility (fixed or flexible?)?	Flexible, will vary (extending deadline may extend the rest of the assignment as well)	Fixed, if requiring weekly/bi-weekly submission	Fixed, due at end of course	Fixed, due at end of course
Flexibility Options
Flexible alternatives for students	Submission can be extended somewhat for assignments due in the first couple of weeks in the course to ensure students have the necessary time to become oriented to the writing requirements and expectations in the course.	Offer students the option of submitting only 4 of 6 papers at any point in the term before a certain date – students would submit in whatever week they choose. Note: Grading Rules for Assigment Groups in Quercus allow you to drop the lowest X scores for assignments within that group.	Deadline can be somewhat flexible within reason (before the exam period, etc.) and according to department and Accessibility Services practices.	Deadline can be somewhat flexible within reason (before the exam period, etc.) and according to department and Accessibility Services practices.
Flexible alternatives for students	Offer students the option to resubmit an assignment. Note: It is now possible to set a specific number of attempts for assignments in Quercus.	Offer students the option to resubmit an assignment. Note: It is now possible to set a specific number of attempts for assignments in Quercus.	Offer students the option to resubmit an assignment. Note: It is now possible to set a specific number of attempts for assignments in Quercus.	Offer students the option to resubmit an assignment. Note: It is now possible to set a specific number of attempts for assignments in Quercus.
Accommodation Options
Requirements for individual students to provide equitable access for completing an assessment	Reach out and consult with an accessibility advisor in the relevant campus Accessibility Services office - see below this chart for links to these offices.	Accessibility Students with an approved essay extension accommodation may request extensions up to 7 days on a case by case basis, approved by their instructor. Beyond 7 days, the student is required to submit an extension request form (on Accessibility Services website) In Quercus Assignments, extensions can be provided to individual students by adding additional time to the assignment availability window.	Accessibility Students with an approved essay extension accommodation may request extensions up to 7 days on a case by case basis, approved by their instructor. Beyond 7 days, the student is required to submit an extension request form (on Accessibility Services website) In Quercus Assignments, extensions can be provided to individual students by adding additional time to the assignment availability window.	Accessibility Students with an approved essay extension accommodation may request extensions up to 7 days on a case by case basis, approved by their instructor. Beyond 7 days, the student is required to submit an extension request form (on Accessibility Services website) In Quercus Assignments, extensions can be provided to individual students by adding additional time to the assignment availability window.
		Reach out and consult with an accessibility advisor in the appropriate campus accessibility office - see below this chart for links to these offices.	Reach out and consult with an accessibility advisor in the appropriate campus accessibility office - see below this chart for links to these offices.	Reach out and consult with an accessibility advisor in the appropriate campus accessibility office - see below this chart for links to these offices.
Support Strategies and Resources
Resources and approaches to help you implement assessments and support your students; at any time, for additional guidance and assistance, reach out and consult with an accessibility advisor in the relevant campus Accessibility Services office. See below this chart for links to these offices.	Contact your divisional educational technology support representative to determine best ways to customize settings in Assignments.	Contact your divisional educational technology support representative to determine best ways to customize settings in Assignments.	Contact your divisional educational technology support representative to determine best ways to customize settings in Assignments.	Contact your divisional educational technology support representative to determine best ways to customize settings in Assignments.
	Liaison Librarians: For all assignments, but particularly writing assignments, instructors should connect with a Liaison Librarian as early as possible in a course, to plan assignments and assessments; Liaison Librarians can also deliver in-class presentations customized to your assignments that address the information skills your students will need to be successful in your course.	Liaison Librarians: For all assignments, but particularly writing assignments, instructors should connect with a Liaison Librarian as early as possible in a course, to plan assignments and assessments; Liaison Librarians can also deliver in-class presentations customized to your assignments that address the information skills your students will need to be successful in your course.	Liaison Librarians: For all assignments, but particularly writing assignments, instructors should connect with a Liaison Librarian as early as possible in a course, to plan assignments and assessments; Liaison Librarians can also deliver in-class presentations customized to your assignments that address the information skills your students will need to be successful in your course.	Liaison Librarians: For all assignments, but particularly writing assignments, instructors should connect with a Liaison Librarian as early as possible in a course, to plan assignments and assessments; Liaison Librarians can also deliver in-class presentations customized to your assignments that address the information skills your students will need to be successful in your course.
	Communication: Communicate often and encourage students to ask questions about their assignments at all stages in the writing process: - Offer virtual office hours and/or frequent check-ins (e.g., via MS Teams, Blackboard Collaborate Ultra) - Use the discussion board to address students’ questions.	Communication: Communicate often and encourage students to ask questions about their assignments at all stages in the writing process: - Offer virtual office hours and/or frequent check-ins (e.g., via MS Teams, Blackboard Collaborate Ultra) - Use the discussion board to address students’ questions.	Communication: Communicate often and encourage students to ask questions about their assignments at all stages in the writing process: - Offer virtual office hours and/or frequent check-ins (e.g., via MS Teams, Blackboard Collaborate Ultra) - Use the discussion board to address students’ questions.	Communication: Communicate often and encourage students to ask questions about their assignments at all stages in the writing process: - Offer virtual office hours and/or frequent check-ins (e.g., via MS Teams, Blackboard Collaborate Ultra) - Use the discussion board to address students’ questions.
		Scaffolds: Scaffold or build multiple steps into assignments; connect several smaller assignments as stages or components of a larger submission. Using shorter response papers can help students clarify their thinking before tackling the final higher-stakes evaluation (paper or test) in a course.	Scaffolds: Scaffold or build multiple steps into assignments; connect several smaller assignments as stages or components of a larger submission. The time it takes to write a research paper is highly dependent on access to research materials, the subject matter and context of the assignment – clear assignment prompts and regular check-ins through the term, coupled with a scaffolded approach to the essay preparation and writing process, will help build student self-direction and efficacy.	Scaffolds: Scaffold or build multiple steps into assignments; connect several smaller assignments as stages or components of a larger submission. An analysis paper or project report is highly dependent on the methodology and discipline, the subject matter and context of the assignment; clarity of expectations and clear steps/phases of work (and perhaps a workback schedule) will be helpful for students to meet the final deadline; for such an assignment, all students would benefit from a scaffolded approach.
		Protocols: For shorter pieces of work submitted on a rolling basis throughout a course, a protocol (a set of prompts that are the same for every paper) can help students develop a pattern/routine for submitting their work.	Timeline: For longer written assignments like essays, provide students with a clear timeline that includes suggested signposts for each stage of the essay writing process (outline drafting, compiling a bibliography, identifying sources, note-taking, draft-writing, editing, etc.). Help students break down the writing process into distinct steps.	Timeline: For longer written assignments like papers and reports, provide students with a clear timeline that includes suggested signposts for each stage of the writing process (e.g., how to form a research question, when to move from initial choice of methods, to the analysis stage, to the writing-up stage). Help students break down the writing process into distinct steps.
		Group writing during live webinars: Consider offering students class time during live webinars, or set up separate optional online sessions, to do some “group writing” – individual writing completed at the same time as their classmates. Students can work on a specific piece of their essay, no matter what stage they are at, while their classmates do the same in their respective locations; instructors can remain online to answer live chat questions.	Group writing during live webinars: Consider offering students class time during live webinars, or set up separate optional online sessions, to do some “group writing” – individual writing completed at the same time as their classmates. Students can work on a specific piece of their essay, no matter what stage they are at, while their classmates do the same in their respective locations; instructors can remain online to answer live chat questions.	Group writing during live webinars: Consider offering students class time during live webinars, or set up separate optional online sessions, to do some “group writing” – individual writing completed at the same time as their classmates. Students can work on a specific piece of their essay, no matter what stage they are at, while their classmates do the same in their respective locations; instructors can remain online to answer live chat questions.
Accommodated Testing Services Offices
Connect with the relevant campus office below for assistance and guidance on how to implement a testing accommodation.
UTSG Accommodated Testing Services
UTM Accessibility Testing Services
UTSC Accommodated Testing Services
Accesibility Services Offices
Connect with the relevant campus office below for guidance on how to implement equitable and accessible assessments.
UTSG Accessibility Services
UTM Accessibility Testing Services
UTSC AccessAbility Services

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