To-Do Lists:

What type of to-do list is most appropriate for the student:  A written to-do list, a to-do list that combines words and pictures?
     
Given that the pre-employment screening assessment can be quite challenging and frustrating, it may be important to clarify (in practice conditions) which items the student needs to complete, how many items he needs to complete, and what he can do after he has completed this task.

Does the student’s to-do list answer these four questions: 

1. “What do I have to do?”
2. “How much do I have to do?” 
3. “When am I finished?” 
4. “What next?”

How will the student interact with his to-do list to ensure that he is consistently using and referencing it?   Will he check items off, delete items, place completed items in a folder, etc.?

What additional cues (e.g. time durations, highlighting, instructions, reminders) might you add to the to-do list to clarify expectations and promote attention to key elements?

It may be necessary to clarify within the to-do list the duration of time the student may use to complete a set of questions.