Universal Time Multipliers

Context and Purpose: Universal Time Multipliers?

The universal time multiplier is a trending academic accommodation in higher education. Generally, the multiplication of extended time for student assessments is determined on a case-by-case basis by considering the individual student's needs related to the comprehension and processing necessary for the assessment. With a steady increase in time multiplier accommodations across higher education, this resource aims to provide guidelines for instructors to proactively integrate 'universal' time multipliers into their course design.

A universal time multiplier (UTM) is an instructor-initiated, built-in time extension for assessment(s), taking into account diversity in learning styles and access needs. The significance of proactive accessibility in this form is two-fold. First, it fosters the social inclusion of students with disabilities by design, explicitly recognizing that not all students can complete an assessment in the same timeframe for a variety of reasons. Second, it decreases the navigational labour of students, staff, and instructors in registering and facilitating individual time multipliers through official processes.

Why are Universal Time Multipliers Important?

This topic has received little research focus or consistency in its administration across institutions. CTL will adapt this resource to reflect changes in the growing literature on integrating UTMs as a pedagogical accessibility feature.

Extended time accommodations are intended to minimize the impact of skills unrelated to the test's purpose (e.g., reading speed or fluency) on a student's ability to demonstrate knowledge. The goal is to provide a more equitable testing environment for students with disabilities (Fuchs & Fuchs, 2001). In their article “Assessment Time in Post-secondary Settings” (2022), Harrison et al. address the two prevalent concerns regarding this pedagogical adaptation:

  1. Extended time accommodations affect the validity of obtained test scores (Jansen et al., 2019; Lovett et al., 2020; Sokal & Vermette, 2017). This concern is relevant because "the fluency or automaticity of knowledge or skills is a critical part of the concept being measured, such as might be required in a real-world/occupational setting" (Harrison et al., 2022, p. 296).

  2. Concern of test fairness relates to the presumption that those peers with disability-specific time accommodations have an unfair advantage. Conversely, it also relates to the presumption that a universal time extension would give non-disabled students an unfair advantage. In response, studies (Furlano et al., 2021; Lewandowski et al., 2013) have demonstrated that all students perform better on assessments when given more time, accounting for the general diversity in processing and comprehension styles.

Strategies for Implementing a Universal Time Multiplier

In many applications, time limitations are artificial and unnecessary, “thereby imposing barriers to participation on students who would otherwise fulfill the core competencies of a given field” (Costopoulos, 2017). The following strategies comprise a three-part method to guide the integration of UTMs in your course(s).

Part I: How to determine whether a UTM is appropriate

To evaluate whether a UTM would be appropriate for your assessment, consider the two primary considerations for time limitations:

  • Logistics: Is the time limit for the assessment due to logistical constraints?

    For example, if you have booked the room for only a certain amount of time, can you extend that time or book another room that will give you extra time? Is it possible to convert the administration of the assessment to a remote and/or asynchronous format so that room booking logistics no longer apply?

  • Core Competencies: Would a time extension directly conflict with your course's core competencies?

    For example, what are your learning outcomes? How does your assessment method of choice support them? Is the automaticity of demonstrated student comprehension directly related to the core competencies of the course? If not, what other forms of assessment could you adopt to meet your learning outcomes?

Part II: How to Integrate a UTM

The recommended time multiplication for UTMs is 50% (1.5), based on the prevalence of this particular time allocation for individual extended time accommodations.

Notably, the difference between the standard time and the multiplied time is usually not drastic, and therefore, in most cases, non-disruptive to the course structure or the general flow of class time. Instructors may find that they intuitively apply a UTM without labeling it as such.

Consider the following calculations and compare them to the times allocated to your assessments.

Duration of Assessment Adapted Time, Based on UTL of 50% (1.5)
10 minutes 15 minutes
50 minutes 75 minutes (1.25 hours)
7 days (1 week) 10.5 days (1 week + 3.5 days)

Note: Time multipliers registered with the Accessibility & Accommodations services and Student Equity and Accessibility services apply only to timed assessments of under 24 hours. However, a UTM can be applied to assignments and timed assessments.

If a UTM exceeds the allocated class time, and extending the room booking is not an available option, consider one of the following approaches:

  • Convert the mode of your assessment from in-person to online.

  • Refine or abbreviate your assessment to capture the UTM within class time.

  • Deliver your assessment in multiple parts. For example, Part I is completed in class one, Part II is completed in class two.

Part III: Be transparent about your method

Include a statement indicating your integration of a UTM into the course syllabus, the assignment descriptions, and/or the assessment rubric. To ensure clarity, it is recommended that these details be communicated verbally to students at the beginning of the course and immediately before assessments.

Sample syllabus statement when a UTM is applied to all assessments in the course:
A Universal Time Multiplier of 50% (1.5) has been built into the assessments for this course as a pedagogical accessibility feature, responding to student diversity in learning styles. This UTM will encapsulate all individual student time multipliers of 50%(1.5) value so that alternate arrangements do not have to be made. If you complete the assessment early, [ provide instructions based on method of assessment ].
Sample statement for assessment description/rubric when a UTM is applied to a select assessment:
A Universal Time Multiplier of 50% (1.5) has been applied to all unannounced quizzes for this course, so all students will get an additional 5 minutes to write the 10-minute quiz. This UTM will encapsulate all individual student time multipliers of 50% (1.5) value so that alternate arrangements do not have to be made. This accessibility feature has been built into the assessment to support diversity in learning styles. If you complete the assessment early, [ provide instructions based on the method of assessment ].

Applying UTMs to assessments is a pedagogical accessibility feature that adheres to the Universal Design for Learning (UDL) framework (3.0). This framework operationalizes the Social Model of Disability in teaching and learning environments. This model recognizes that “barriers are not in the individual but rather in the environment, and that appropriately designed environments remove barriers that are unnecessary” (Costopoulos, 2017). For example, consideration 4.1 of the UDL guidelines advises on the flexibility of means for demonstrating comprehension of course material.

Reflective Prompts

The following questions are designed to support your approach to assessments and accessibility as you design, implement, and reflect on your teaching over time:

  • How does my assessment method foster the learning outcomes for the course?

  • Do the time limitations for my assessment fulfill core competencies, or are they applied for logistical considerations instead?

  • How might flexibility in time promote the learning outcomes of my course?

Additional Resources

Internal Resources

External Resources