Accessible Examinations and Assessments for Disabled Students

1. Accessible Examinations and Assessments for Disabled Students Paul Brown, Director, Scottish Disability Team p.d.brown@dundee.ac.uk Anne Simpson, Head of Special Needs Service, University of Strathclyde a.simpson@mis.strath.ac.uk and Manager of the TeachabilityProject http://www.teachability.strath.ac.uk

2. Teachability Academic departmental self review of curricular provision for disabled students • Identify • Reflect and review • Evaluate • Change? - perhaps

3. Accessible examinations and assessments for disabled students Disability Services • Knowledge of range of assessment methods used across our own and other institutions • Awareness of individual students’ impairments and likely impact on exams and assessments

4. Accessible examinations and assessments for disabled students Academic staff • What is assessed • Why that is assessed • How, including when, it is assessed • What scope there is and is not for making adjustments to any of the above

5. Examinations and Assessments: the DDA and beyond • Exams and assessments are listed as student services in the provision of which discrimination is possible • Discrimination in relation to exams and assessment = either less favourable treatment or failure to make reasonable adjustments without justification

6. Examinations and Assessments: the DDA and beyond Compliance presupposes: • An understanding of what amounts to less favourable treatment • An awareness of possible reasonable adjustments • The wherewithal, including resources, to convert knowledge and awareness into practice

7. Examinations and Assessments: the DDA and beyond Draft Amendment Regulations: • Adjustments: whose responsibility? • Competence standards and objective justification

8. Examinations and Assessments: the DDA and beyond Justifications • Academic and prescribed standards • Financial resources • Grants/loans • Cost • Practicality • Other available aids and services • Health and Safety • ‘Interests’ of other students • Must not be used spuriously • Must be material and substantial

9. Accessible examinations and assessments for disabled students QAA: • Effective procedures to design, approve, supervise and review assessment strategies • Appropriate standards for awards • Explicit, valid and reliable principles, procedures and processes

10. Accessible examinations and assessments for disabled students QAA: • Assessments should be conducted with rigour, fairness and due regard to security • Clear and publicised criteria for award of marks • Consistent implementation of marking criteria

11. Accessible examinations and assessments for disabled students What adjustments can you make/not make? • Extra time • Rest breaks • Amanuenses • OU yardstick examination • Signed answers for students whose first language is BSL

12. Accessible examinations and assessments for disabled students What adjustments can you make/not make? cont’d • Proof reading support for dyslexic students writing dissertations • Assistant to carry out manual tasks in practical laboratory assessment • Production of a three dimensional model as alternative to two dimensional diagram

13. Accessible examinations and assessments for disabled students Academic Standards Paragraph 4.27 of the Code of Practice 4.27 The academic standards reason should not be used spuriously. Where elements are not central core to a course, they are unlikely to provide a reason to justify discrimination based on academic standards. Nor can academic standards be used as justification for barring whole groups of disabled people from courses or services. Any justification has to be relevant to the academic standards of a particular course and to the abilities of an individualperson.

14. Accessible examinations and assessments for disabled students Examining and Assessing disabled students Some Key Issues • When should you take the decision? • Ideally at design of the course? • Or retrospectively as the need arises in relation to individual students? • Pros and Cons? • Who should take the decision?

15. Accessible examinations and assessments for disabled students Examining and Assessing disabled students Some Key Issues cont’d • What is the proper role of the disability office in the process? • Are you able to adjust WHAT is assessed as well as HOW it is assessed? • What about study abroad and the impact of overseas host institutions’ regulations on students?

16. Accessible examinations and assessments for disabled students Examining and Assessing disabled students Some Key Issues cont’d • What about issues of confidentiality? • Placements • If the Disability Office holds the evidence about a disabled student, and confidentiality is important, how should we approach questions about adjustments in placements, where the Disability Office may be much less familiar with the what is assessed on placements and how?