Special Consideration in Post-Secondary Institutions: Trends at a Canadian University

Oct 15, 2026

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This study examines trends in granting special consideration for missed tests and late papers in colleges and universities, using 4,183 requests from a large Canadian university between 1998 and 2008. Request rates rose between 2001 and 2007, while deeper analyses by request frequency per student, course difficulty, grade point average, and illness-related absences did not support suspicions of dishonest behaviour. Demographic factors also largely failed to differentiate request-makers, and the study considers explanations for the increase.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages22

Reading Time55 min

AccessFree to download

Abstract

Data and findings

Policy and procedures

Evidence requirements

Differences across education levels

CSSHE SCÉES Canadian Journal of Higher Education Revue canadienne d’enseignement supérieur Volume 45, No. 4, 2015, pages 261-282 Special Consideration in Post-Secondary Institutions: Trends at a Canadian University Joelle Zimmermann & Stuart B. Kamenetsky University of Toronto Syb Pongracic Ryerson University Abstract This study examined trends in the practice of granting special consideration for missed tests and late papers in colleges and universities. We analyzed a database of 4,183 special consideration requests at a large Canadian university between 1998 and 2008. Results show a growing rate of requests per enrolment between 2001 and 2007. Although university officials and faculty are concerned that request making is excessive, an in-depth investigation of request making by the number of requests per student, request rate by course difficulty, grade point average, and illness-related work absences in the general population fails to support suspicions of dishonest behaviour. Furthermore, demographic variables—aside from part-time versus full-time student status, and to a lesser degree socio-economic status—do not distinguish students who made frequent requests from those who made few. We discuss potential explanations for the increase in requests for special consideration. Résumé Cette étude examine les tendances quant à l’octroi de dérogations pour la reprise de tests manqués ou la remise tardive de travaux académiques dans les collèges et universités. Nous avons analysé une base de données compilées CJHE / RCES Volume 45, No. 4, 2015 Special Consideration in Post-Secondary Institutions / J. Zimmermann, S. B. Kamenetsky, S. Pongracic 262 entre 1998 et 2008 contenant 4 183 demandes de dérogation provenant d’une grande université canadienne. Les résultats montrent une augmentation du taux de demandes de dérogation par inscription entre 2001 et 2007. Bien que les autorités universitaires et les membres de facultés s’inquiètent que les demandes de dérogation soient excessives, une analyse poussée du nombrede requêtes par étudiant, du taux de requêtes en fonction du niveau de difficulté des cours, de la moyenne cumulative de l’étudiant, et des absencesau travail liées aux conditions de santé dans la population générale nesoutient pas l’hypothèse d’un comportement malhonnête. Par ailleurs, mis à part l’opposition des statuts d’étudiants à temps partiel et à temps plein, ainsi que, dans une moindre mesure, le statut socio-économique, les variables démographiques ne permettent pas de distinguer les étudiants qui font de multiples requêtes de ceux qui en font moins. Nous discutons des potentialitésexpliquant l’augmentation des demandes de dérogations. Special Consideration Policies and Procedures Special consideration refers to the adaptation of a grading process because ofcircumstances beyond a student’s control that negatively affect his or her academic performance. This practice is common in secondary and post-secondary institutions and is intended to maintain fairness in evaluation without creating an advantage to the affected student (Rodeiro, 2010). The criteria for granting special consideration vary by university but for the most part include either a documented medical condition or evidence of temporary disability or bereavement (de Lambert & Williams, 2006). Other reasons may include accidentally missed tests, automobile accidents, religious observances, and participation in mandatory activities such as military service. One study conducted at an Australian university found that the majority of requests resulting in alternative scheduling of missed tests or examinations were due to illness or physical injury (Croucher, 1995) . If granted, special consideration includes a variety of practices such as extending deadlines for papers, reducing penalties for late assignments, allowing students to write makeup tests or examinations at a later date, or adjusting grades (Rodeiro, 2010) . Students

FAQs

What does the study analyze about special consideration requests?

It analyzes trends in granting special consideration for missed tests and late papers, using a database of 4,183 requests from a Canadian university between 1998 and 2008.

What were the key results regarding request behaviour?

The request rate increased between 2001 and 2007, but analyses by student and course factors, grades, and illness-related absences did not support suspicions of dishonest behaviour.

What evidence is typically required to request special consideration?

Students are usually required to provide documentation, commonly a doctor’s note dated around the missed assessment, along with the special consideration application and relevant university forms.

Oct 15, 2026

Uploaded by Muffet