Overview of Memory Aids
What is a memory aid?
A memory aid is a testing accommodation designed to assist students with disabilities that impact memory retrieval. It is a tool, such as a note card or sheet of paper, used to prompt information that a student has learned but may have difficulty recalling due to disability impacts associated with memory and recall. A memory aid should not fundamentally alter course or exam requirements, nor should it provide direct answers. Memory aids assist students in demonstrating their understanding of course material by facilitating memory recall.
Disability-related or health conditions that may impact memory retrieval include, but are not limited to:
- Traumatic Brain Injury or Post Concussive Syndrome
- Medications or treatment impacting memory
- Medical conditions such as stroke or cancer
- Certain mental health conditions, such as Post-Traumatic Stress Disorder (PTSD)
Memory aids provide access to students with documented impacts in rote memory, sequencing memory, working memory, and/or long-term memory to recall information that would otherwise be inaccessible to them in a testing situation.
What does a memory aid look like?
The format and content of a memory aid can vary depending on the course and the specific objectives being assessed. Typically, an agreed-upon size (e.g., 8 ½ x 11 one-sided sheet of paper) is determined along with the type of information that can be included. Some examples include:
- acronyms
- mnemonic devices
- pictures/imagery
- diagrams
- formulas
- names
- definitions/key terms
- short phrases
Memory aids must not compromise the assessment of the core knowledge and skills being evaluated on the exam. Memory aids are NOT:
- Paragraphs of information
- Word-for-word information from a textbook
- Photocopies of course materials
- Lecture slides or full student notes
- Open-book access
It is recommended that instructors have a procedure for reviewing and approving of a memory aid prior to the beginning of the exam. The student would create the memory aid and submit for approval. See below for an example procedure.
Instructor Responsibilities/Essential Requirements
Instructors play a critical role in determining what information on a memory prompt would compromise essential requirements of the exam. Here are a few considerations for determining whether a memory aid would compromise essential requirements or alter academic standards of the exam:
- What information must a student be able to demonstrate knowledge of or recall from memory? For example:
- Is it essential that a student be able to memorize a formula or that they be able to apply the formula to appropriate problems?
- Is it essential that students memorize key terminology or that they be able to define the terms and apply them in the context of the course material?
- If specific terms, definitions, formulas, or other written information are deemed essential to the course content, to what extent could alternatives like acronyms, drawings, or mnemonic devices be utilized without compromising those essential requirements?
- Based on the essential requirements of the exam, what parameters need to be set regarding the amount of information, size, and format of the memory aid?
Instructors may choose to review and approve the memory aid before the DRC connected student’s exam. Instructors may also choose to extend the opportunity for a similar memory aid for use by all students in their course as an inclusive design measure.
Procedure
- The student meets with an Access Consultant at the Disability Resource Center to discuss disability-related barriers impacting memory and recall. During this meeting, relevant disability documentation is also reviewed.
- If the access consultant determines a memory aid is an appropriate accommodation, language will be added to the student’s accommodation letter. The instructor should reach out to the access consultant if they would like to discuss the reasonableness of the request given the course objectives, essential requirements, and formats of assessments.
- The instructor sets parameters around the size and type of information that can be included on the memory aid. The instructor and the student agree on a date by which the student will share the memory aid for approval.
- The student creates the memory aid and submits it to the instructor for approval by the agreed-upon date before the assessment.
- With approval, the student takes the exam with the memory aid and submits the memory aid along with the completed exam.
Instructors are welcome to contact the student’s assigned access consultant with any questions or concerns about the accommodation or process.