- To provide students with physical and cognitive disabilities who are eligible for testing-related accommodations (such as extended time, a relatively distraction-free setting, the use of a reader and/or transcriber) an equitable testing environment in which they can perform to their best abilities possible.
- To support large scale testing needs of academic departments, online/distance learning students, the institution, and various other entities, such as national testing companies, which require the services of a testing office cognizant of the obligations to be met in terms of maintaining the integrity and security of the tests administered whether the tests be in a paper/pencil format or in a computer-based format.
Assessing Departmental Goals
- An initial meeting is held with each student eligible for accommodated testing to review the documentation which establishes the accommodations to be made. All examinees are asked at the conclusion of each testing session to complete an anonymous survey to provide feedback on their testing experience. Any concerns reported will be resolved to the best of the test center's ability.
- The success of the testing program is based on whether or not it meets its obligations to all stakeholders, including students, faculty, and testing sponsors. When possible, tests administered on behalf of faculty are returned to the faculty member’s departmental mailbox that same day. Distance learning exams, eCore exams, and other tests needing to be sent off campus are mailed according to the testing agency's stipulations (fax, U.S. Postal Service, or courier such as FedEx or UPS) within one day after test completion. Nationally standardized exams such as the SAT or ACT are returned according to the testing company's instructions no later than the Monday following the Saturday administration. Any concerns identified by faculty or any other testing entity are responded to promptly.