A memory aid gives students an equal opportunity to demonstrate their knowledge of course material on a test/exam without taxing already compromised memory function. This accommodation is not intended to reduce academic requirements or alter the standards by which academic performance is assessed. A proper memory aid will not be useful to the student unless the student knows and understands how to use the information it refers to. If the student doesn’t understand the course material, a proper memory aid will not help.
A memory aid provides support to students with documented deficits in rote memory, sequencing memory, working memory, and /or long-term memory. It helps students recall information that would otherwise be inaccessible to them in a testing situation. The documentation provided to our office indicates the use of a memory aid would help mitigate the effects of disability.
Styles of memory aids may vary. Generally they can be hand written or typed double sided 5x7 index card and up to one side of a letter-size page (8 ½ x 11”). Typically the memory aid should be written or typed in a standard font size (i.e. 12 point font) and double spaced. At the discretion of the instructor, a memory aid may or may not include the use of: acronyms, short phrases, pictures, schematic diagrams, formulas, names, definitions, tables, sample questions key terms/words charts.
The contents of a memory aid are at the instructor’s discretion and should not run contrary to the essential requirements of the course. Only the professor can determine whether a memory aid compromises the integrity of the course. A memory aid should not contain a synopsis of course material, but rather mnemonics (a device such as a pattern of letters, ideas, or associations that assists in recalling information) and formulas that would enable the student to solve problems. If the purpose of a test is to determine whether or not the student knows specific definitions, having those words or definitions on a memory aid would make it an answer sheet and therefore, not acceptable. If the definitions were written but not connected to the terms to be defined in any way, this may be allowable, since it will trigger the student’s memory of the correct term.
The ideal memory aid would most likely make little sense to anyone but that specific student. If remembering the information on the memory aid is deemed to be an essential learning objective or outcome of the course, it should not be allowed. For example, if the learning objective or outcome of the course is to know the formula, it should not be allowed on the memory aid; however, if the learning objective or outcome of the course is to demonstrate the ability to apply the formula, then it could be allowed on the memory aid.
When proctor requests are completed, it would be helpful to indicate the use of a memory aid during the exam. By doing so, the proctor assigned to this exam will know this is permissible. The memory aid utilized by the student during their exam will be submitted to the instructor when the exam is turned in.