Extended time for in-class exams and quizzes applies to pop quizzes in class.
Choosing assessments that are designed to be accessible reduces the need for accommodations and proctoring. Traditional timed pop-quizzes often present access barriers to disabled students who require exam accommodations such as extended time, reduced distraction testing environments, and use of technology such as speech to text software.
In 2001, Ruth Fink, PhD, (Learning Disabilities Specialist, Language Disorders Specialist, Retired Adjunct Professor, and Retired Director of Disability Services at the University of Colorado, Boulder) wrote a post to the Disabled Student Services In Higher Education (DSSHE) Listserv explaining many of the challenges of pop-quizzes, as well as more accessible alternatives for meeting instructors’ assessment goals. That post was updated over the years, and is now available online as The Accommodation Dilemma of Pop Quizzes