Upper-level mathematics courses are widely regarded as challenging due to the complexity of their material. These courses often assess students’ understanding of course concepts through timed examinations. Because advanced mathematical concepts require critical thinking and problem-solving, students approach problems differently and may need varying amounts of time to reach solutions. Students with documented disabilities can request extended time; however, this accommodation often necessitates taking the test in a separate location, removing them from direct access to their professor. In this paper, we address the issue of test-time stress and explore strategies instructors can adopt to help students perform at their best.

Our methodology involves gradually presenting test material over several days, eliminating standard time constraints for each component. We document student behavior and performance as compared to timed tests. Students are given a defined period over several days in which they can complete and submit individual components of the test as they progress. We observed student behavior, collected performance data, and analyzed the outcomes in comparison with classes from previous years that used standard timed testing methods. This paper discusses our findings and instructional strategies in detail, with the goal of providing fellow faculty members with practical approaches to reducing test-related anxiety and improving student outcomes.

Keywords: Education, University, Undergraduate, Mathematics, Equity, Assessment.