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Kelsey Hoover
Margaret Feldman
ED 312
April 15, 2014
Modified Common Assessment
After creating the summative assessment for The Civil War Unit, I realized that Student
B would be more likely to succeed with a modified version. Student B is a high functioning
learner with Asperger syndrome. He has a very short attention span, experiences difficulty with
social interactions, and also struggles with written responses. However, Student B is a strong
reader and can express his ideas verbally. In order to best accommodate Student Bs needs, I
have prepared an adjusted version of The Civil War Unit Test.
While splitting major assignments into smaller sections is a common modification used
for students with Asperger syndrome, I have structured each version of The Civil War
assessment in such a way that all five sections begin on a new sheet of paper (Bailey, 2012).
Each section, matching, multiple choice, true/false, short answer/discussion, and performance,
are neatly organized onto six pieces of paper. The visual aspect of the assessment does not
appear overwhelming or distracting. Each student is provided with the same format, thus
eliminating any optical inconsistences. Though this approach may be suggested to accommodate
students with Asperger syndrome, it is also an effective strategy to use with the other students as
well.

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In efforts to provide more personalized modifications to ensure that every need is met, I
have altered the short answer/discussion and performance sections of Student Bs version of The
Civil War Unit Test and have also acknowledged the benefit of extended time (Friend, 2012).
On the unrevised assessment, both the short answer/discussion and performance sections require
each student to provide a written response. According to Student Bs description, his written
expression is weak; however he is capable of providing more precise and accurate responses
verbally. In order to focus on Student Bs strengths and necessity for extended time, he will only
be asked to complete sections one through three while the other students will be required to
complete all five sections. During the scheduled class session, the student will complete the first
three sections of the summative assessment and then, during the same day, be given extended
time in a separate setting to complete the final two sections (Friend, 2012).
Once Student B has completed sections one through three, he will be given a brief break
to relax his mind while he is moved to a separate room where he will meet another educator or
employee. During this time, Student B will have the opportunity to look over the final two
sections of the summative assessment, short answer/discussion and performance. He will be
asked to read the questions, prepare an answer, and verbally present his response to the other
qualified individual in the room (Bailey, 2012). The individual will not provide any assistance to
the student but will only be asked to copy Student Bs responses onto a sheet of paper as
accurately as possible. Some of the open-ended inquiries have been altered to provide a more
clear and concise sense of direction for the student however the content being tested will remain
the same for each version of the assessment (Bailey, 2012).
All in all, with hopes of providing the best opportunity to reach achievement, The Civil
War Unit Test has been modified to accommodate the needs of Student B who has Asperger

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syndrome. The five sections of the assessment has been arranged in such a way so that each
begins on a new page to calm the anxious and stressful thoughts of testing and Student B has also
been given the opportunity to have extended time to complete his assessment and respond to the
open-ended questions verbally. I hope that each modification and accommodation provided on
The Civil War Unit Test assists Student B to express his knowledge of the material being tested
successfully and confidently.

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Resources
Bailey, E. (16 Oct. 2012). 23 Ways to Accommodate Autism and Aspergers Syndrome in the
Classroom. Health Central. Retrieved from:
http://www.healthcentral.com/autism/c/1443/156580/accommodate-autism/.
Friend, M. and Bursuck, W. (2012). Including Students with Special Needs: A Practical Guide
for Classroom Teachers. New Jersey: Pearson Education, Inc.