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I had a student last fall with double time on exams. Therefore, my student would meet me in my office/dept. office 30 minutes before class to start the 10-question iRAT. He also had to be in a separate location. And so he would remain in my office when it was time for me to get to class (there was someone else around to proctor, as needed). Then he would join the class when he was done, which was typically just in time to start the tRAT. It was challenging with the midterm and final RAT exams (25 questions). As my class was early in the morning I couldn't arrive early enough to make it really double time (but he didn't want to take the exam in the disabilities office, which has its own issues). And so he often missed half of the tRAT time, which hindered his team who wanted his input. If I had to do it again, I would insist on the disabilities office if the midterm or final exam were to be early in the day. I hope this helps. For the regular unit RATs it is fairly easy to work out. Larry Michaelsen responded to such a question at one of our workshops and told us that he tells his students that he will be in the classroom 15 minutes early.  This way anyone who needs more time for the iRAT can have it, not just individuals with accommodations. This is for the short unit RATs. 
Best,
Graciela


Sent from my iPad

> On Jun 4, 2014, at 3:09 PM, "David Edwards" <[log in to unmask]> wrote:
> 
> Hello all,
> 
> I have a question regarding the time interval given to students for the to complete the individual iRAT.  Specifically what to do with students who present with a learning disability that necessitates extended time frames to complete tests.  
> 
> I have only used TBL for one semester in a 180 person course.  I tended to give more time than I thought was needed to complete the iRAT, simply to make sure to accommodate the 5 students who presented me with paper work for added time.  
> 
> Any feedback would be great. 
> 
> Thanks