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The Atlantic: Neurodivergent students are faking it and have it too easy (archive.ph)
submitted 9 months ago* (last edited 9 months ago) by [M] to c/slop@hexbear.net
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NTs throwing a hissy fit over something that has exactly zero impact on their lives because the NDs aren’t suffering enough? Must be another day ending in Y.

NTs will eat shit if it means NDs have to smell it.

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[–] 22 points 9 months ago (2 children)

Hot take: If double time on assessments is even slightly helpful for you, you should have it. Most people don’t find it helpful, because most people finish exams with time left over. There is no faking the need for more time.

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  • [–] 6 points 9 months ago (1 child)

    I'm just really not a fan of timed assessments in general. I don't think putting most people in a position where they're forced to fight the clock to come up with answers yields a good measure of their understanding or ability of most things. I've always been much more inclined to give things as take-home assignments (essays, exams, etc.) with a few days to ruminate on things. Unfortunately, the emergence of LLMs has made this a challenge as well.

    I agree that anyone who needs added time on an assessment should have it. However, if your assessment is designed such that almost everyone needs more time, you have a bad assessment. There's a lot of that out there, though, which then both penalizes people who didn't jump through the hoops to get extra time and unfairly advantages folks who don't generally need added time but got it anyway to have a cushion. I have seen many, many students who absolutely will take every second they're allotted on an in-class assessment even though they definitely don't need it (this is true even for lots of students who don't have accommodations).

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  • [–] 5 points 9 months ago

    have seen many, many students who absolutely will take every second they're allotted on an in-class assessment even though they definitely don't need it (this is true even for lots of students who don't have accommodations).

    when we had our little "test-taking strategy" lessons one of the things they told us is that second-guessing yourself is usually wrong if you're not confident, so I always just blasted through that shit (unless it was computational and we had to work out actual math) and never understood what other people were doing with their time. especially the other former gifted children who had better handwriting and could mechanically fill in the circles faster.

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