- A reasonable adjustment helps to reduce the effect of a disability or difficulty that places the pupil at a substantial disadvantage in the assessment situation.
Reasonable adjustments must not affect the validity or reliability of assessment outcomes, but may involve the following:-
- Changing usual assessment arrangements
- Adapting assessment materials
- Providing assistance during assessment
- Re-organising the assessment physical environment
- Changing or adapting the assessment method
- Using assistive technology.
- Reasonable adjustments must be approved (internally or externally) with the relevant examination board and set in place prior to assessment commencing. It is an arrangement to give a pupil access to a qualification.
- The work produced following a reasonable adjustment must be assessed in the same way as the work from other pupils.
- It is important to note that not all adjustments described will be reasonable, permissible or practical in particular situations. The pupil may not need, nor be allowed the same adjustment for all assessments.
- Reasonable adjustments could consist of any of the following:-
- Allowing extra time, e.g. assignment extensions
- Using a different assessment location
- Use of coloured overlays, low vision aids, CCTV
- Use of assistive software
- Assessment material in large format or Braille
- Practical assistants/transcribers/prompters
- Assessment material on coloured paper or in audio format
- Language-modified assessment material
- British Sign Language (BSL)
- Use of ICT/responses using electronic devices
- Curriculum Leaders should ensure that pupils are recruited onto courses with integrity to ensure that pupils have the correct information and advice on their selected qualifications and that the qualifications will meet their needs.
- The recruitment process should include the Curriculum leader assessing each potential pupil and making justifiable and professional judgments about the pupil’s
potential to successfully complete the assessment and achieve the qualification. Such
assessment must identify, where appropriate, the support that will be made available to the pupil to facilitate access to the assessment.
Where the recruitment process identifies that the pupil may not be able to demonstrate attainment and thus gain achievement in all parts of assessment for the selected qualification, this must be communicated clearly to the pupil. A pupil may still decide to proceed with studying a particular qualification and not be entered for all or part of the assessment.
- As an examinations centre Monarch College will endeavour to ensure that pupils are aware of the range of options available to them, including any reasonable adjustments that may be necessary, to enable them to demonstrate attainment across all of the required assessment strands; and any restrictions on progression routes to the pupil as a result of not achieving certain outcomes.
- Reasonable adjustments are approved before an assessment and are intended to allow attainment to be demonstrated. A pupil does not have to be disabled (as defined by the DDA) to qualify for reasonable adjustment; nor will every pupil who is
Disabled be entitled to reasonable adjustment. Allowing reasonable adjustment is dependent upon how it will facilitate access for the pupil.
- All reasonable adjustments will be transparent and unbiased, recorded on relevant examination board documentation and will kept on record in compliance with regulations in School.
- It will be the responsibility of the Examinations Officer to ensure that any access arrangements implemented by the centre on behalf of a pupil, is based on firm evidence that there is a barrier to assessment.
- It should be noted that a Statement of Special Educational Needs (SEN) does not automatically qualify the pupil for reasonable adjustment to assessment, as the SEN statement may not contain a recent evaluation of the need of that pupil; and the reasonable adjustment may compromise the assessment.