Transcript EXAMINATION ACCESS ARRANGEMENTS

JCQ EXAMINATION
ACCESS
ARRANGEMENTS
2013-2014
Dineke M Austin & Louise van der Valk,
with thanks to:
Jacky Ridsdale, Principal Psychology Lecturer,
Dyslexia Action;
Nick Lait, Senior Manager, JCQ Examination
Services
DA Dyslexia Action 2014
Principal Changes:
 Emphasis on roles & responsibilities of Heads,
SMT, specialist assessors, & SENCos [not
Exams Officers – admin role];
 Application deadlines are no longer ‘soft’ but
‘hard’: deadlines on p2 must now be met;
 Stronger emphasis on disability legislation;
 Where assessment required, this must now be
no earlier than the start of Year 9 [JCQ p22]
 New guidelines for transition from Year 11 –
12 [JCQ p23]
DA Dyslexia Action 2014
Changes cont.
 Stronger clarification & guidelines for joint approach
between ‘specialist assessor’ & centre: ‘core’ &
‘supplementary’ evidence [JCQ p25]
 Tighter still guidelines regarding evidence for 25%
extra time [JCQ p24-27]
 ‘normal way of working’ repeatedly stressed
 New chap 7: accountabilities & new definition of
‘specialist assessor’ with detailed training criteria
[JCQ p83-84] – AMBDA equivalent qualifications
 Form 8 strongly recommended: guidelines for
completion [JCQ p87-88]
DA Dyslexia Action 2014
Equality Act:
 ‘limitations going beyond the normal differences in
ability which may exist among people’
 ‘substantial’ = ‘more than minor or trivial’
 ‘long term’ = impairment has (or likely to do so) lasted at
least 12 months
 ‘Normal day to day activities’ includes examinations
(study & education-related activities)
 Factors that might reasonably be expected to have a
‘substantial adverse effect’ include:
 ‘persistent & significant difficulty in reading &
understanding written material where this is in the person’s
native language’ [JCQp4]
DA Dyslexia Action 2014
Equality Act cont.
 Factors that might reasonably be expected to have a
‘substantial adverse effect’ cont:
 ‘persistent distractibility or difficulty concentrating’;
 ‘difficulty understanding or following simple verbal
instructions’
 Factors that might reasonably be expected NOT to have
a ‘substantial adverse effect’ include:
 ‘minor problems with writing or spelling’
 ‘inability to fill a long, detailed, technical document…in the
person’s native language without assistance’
 ‘inability to concentrate on a task requiring application over
several hours’
DA Dyslexia Action 2014
EAAs permitted by Centres with no
evidence requirements:
 Supervised rest breaks [5.1 p21]
 Read aloud [5.6 p44] includes use of examination reading pen
 Word processor [with spell check disabled] [5.8 p54][not maths/sc.]
 Transcript [5.9 p56] N.B. appropriate for maths & science
 Prompter [5.10 p57]
 Live speaker for pre-recorded exam. components [5.12 p63] e.g.
MFL for hearing impaired
 Sign Language Interpreter [5.13 p64]
 Other arrangements e.g. coloured overlays [5.16 p71]
 Electronic bilingual dictionary [with no extra time] [5.18 p73]
As long as ‘normal way of working’
DA Dyslexia Action 2014
EAAs requiring application:
 Extra time of up to 25% [5.2 p22-27]
 Extra time of up to 50% [5.3 p28-29]
 Extra time of over 50% [5.4 p30]
 Computer reader/Reader [5.5 p33-40] N.B. permissions subject by
subject p41-43
 Scribe/Voice activated software [5.7 p45-53]
 Oral Language Modifier [5.11 p58-62]
 Practical assistant [5.14 p66-69]
 Bilingual dictionary with extra time [5.18 p73-74]
 Modified Papers [chap 6 p75-81] N.B. DEADLINES
DA Dyslexia Action 2014
Evidence needed: [p24-25]
 ‘Core evidence’ from specialist assessor’s report’ [p25]
 At least 1 score of 84 or less [the ‘vast majority’];
 2 or more scores between 85-89 [a ‘small proportion’] PLUS
supplementary centre evidence;
 No scores below 90 [‘very few’ - 1% Nick Lait] a ‘cluster of scores
relating to speed of processing just within the average range between 90-94’ PLUS formal diagnosis, PLUS ‘extensive history of
need’, PLUS ‘clear, measurable & substantial long term adverse
effect on performance & speed of working’.
Supplementary evidence: painting the picture of need
 Evidence of ‘normal way of working’ i.e. Section A Form 8;
 Internal school tests or IEP making reference to extra time or
comments & observations from teaching staff as to why s/he needs
ET and how s/he uses ET.
DA Dyslexia Action 2014
‘Extra time of up to 25% - being dyslexic is
still not enough’
‘Painting a picture of need – balance is the
key’ [Nick Lait, JCQ]
Quantitative:
Specialist
assessor’s
evidence [speed of
working]
Qualitative:
Centre-based
evidence [painting
the picture of need]
DA Dyslexia Action 2014
Specialist assessor’s core evidence
As the
processing
speed score
moves above 84
an increasing
demand arises
to paint a
progressively
more
compelling
picture of need
Score of 84 or less
Scores of 85
- 89
No
Scores of
89 or less
DA Dyslexia Action 2014
The plural
is
deliberate!
Supplementary evidence: painting
the picture of need - centre
Evidence of normal
way of working within
the centre
Examples of
increasing
evidence to
paint a
compelling
picture of
need
Evidence of normal way of working within
the centre &
Internal tests/mock exam papers showing
the application of extra time or IEP/ILP
making reference to the need for extra
time or
Comments and observations from
teaching staff on the need for & use of
extra time
Evidence of normal way of working within the centre showing
an extensive history of need
A cluster of standardised scores relating to speed of
processing just within the average range - 90 to 94
Formal diagnosis of a significant difficulty; and evidence of a
clear, measurable and substantial long term adverse effect
on performance and speed of working
DA Dyslexia Action 2013
Access Arrangements – assessed
from the start of Year 9:[no earlier]
 Extra time of up to 25%
 Extra time of up to 50%
 Extra time of over 50%
 Computer reader/Reader
 Scribe/Voice activated software [word processor with
spellchecker]
 Oral Language Modifier
For candidates with SpLD assessments [not report] must have been
completed within 26 months of the final examination for which
EAAs are requested
DA Dyslexia Action 2014
Extra time of up to 25%
s emphasised that ET of up to 25% ‘must not be
awarded only for examinations and controlled
assessments.’ [p23]
r learning difficulties, this is evidenced by one of the
following [5.2.2 p22]:
 A Statement of SEN relating to secondary
education confirming the candidate’s disability
and need for extra time*;
 An assessment carried out from the start of Year
9 by a specialist assessor confirming a learning
difficulty relating to secondary/further education.
NB: *An annual review stating candidate’s needs as
before is sufficient.
DA Dyslexia Action 2014
Centre evidence:
 Unfinished internal test or exam papers (normal time
allowance);
 Internal test or exam papers with 25% extra time
(different colour pen);
 Significant improvement in legibility and/or content with
ET;
 IEP stating need and evidencing “normal way of
working”; or Learning Plan;
 Results of CATs, screening tests, as supplementary
evidence;
 Compiled comments from a range of teaching staff,
supporting TAs, Head of Year, SENCo, specialist
teacher/tutor, etc.
DA Dyslexia Action 2014
Extra time of up to 25% cont.
 Where a candidate progresses from GCSE to GCE
examinations a re-submission of the application for
extra time of up to 25% must be processed online.’
 The candidate must continue to meet the criteria for
up to 25% extra time (specialist assessment no
earlier than Year 9)
 …’SENCo must have available evidence which
clearly shows that extra time is still needed for GCE
AS & A2 examinations’ [p23]
DA Dyslexia Action 2014
Extra time of up to 50%
 JCQ 5.3 p28 ‘Where a candidate...is using a computer
reader/reader and/or a scribe...it would not normally be
appropriate to grant more than 25% extra time.’
 Can be applied for in the following ‘exceptional’
circumstances:
 Candidate working independently with a learning
difficulty which has ‘a very substantial and long
term adverse effect on speed of working.’
 Only a ‘very substantially below average
standardised score of 69 or less is acceptable.’
DA Dyslexia Action 2014
The Specialist Assessor is: [7.3 p83]
 an appropriately qualified psychologist; or
 a specialist teacher with a current SpLD Assessment
Practising Certificate; or
 an educational professional with specialist skills who
limits their assessments to candidates within that
specialist cohort (for example, Teachers of the Deaf).
In addition to these categories, other educational
professionals may conduct access arrangements
assessments if they meet the following criteria.
DA Dyslexia Action 2014
They must:
 hold qualifications in individual specialist assessment. This must include
training in all of the following:
•
the theoretical basis underlying psychometric tests, such as the concepts of validity and
reliability; standard deviations and the normal curve; raw scores, standard scores,
quotients, percentiles and age equivalent scores; the concept of statistically significant
discrepancies between scores; standard error of measurement and confidence intervals;
•
the appropriate use of nationally standardised tests for the age group being tested;
•
the objective administration of attainment tests which can be administered individually.
This must include tests of reading accuracy, reading speed, reading comprehension and
spelling. Appropriate methods of assessing writing skills, including speed, must also be
covered;
•
the appropriate selection and objective use of cognitive tests including tests of verbal
and non-verbal ability and wider cognitive processing skills;
•
the ethical administration of testing including the ability to understand the limitation of
their own skills and experience, and to define when it is necessary to refer the
candidate to an alternative professional;
DA Dyslexia Action 2014
 have a thorough understanding of the current edition of the JCQ publication
Access Arrangements and Reasonable Adjustments and the principles,
procedures and accountabilities involved;
 be familiar with the Equality Act 2010 (although it is not their role to
determine what is a “reasonable adjustment”, but rather to help identify
access arrangements that might assist the candidate);
 hold an appropriate qualification to teach and make recommendations for
secondary aged or adult learners who have learning difficulties. [7.3.4 p83]
 the specialist assessor should ideally be employed within the centre;
 the second choice is a specialist assessor employed at another centre;
 the third choice would be a Local Authority specialist assessor;
 the fourth choice would be an external specialist assessor who has an
established relationship with the centre. [7.3.5 p84]
DA Dyslexia Action 2014
Appropriate tests
 It is most important to stress that JCQ does not have an
approved ‘test list’. PATOSS gives guidance on tests.
(The SASC list is also a useful reference point.)
 There is a long list of appropriate tests [within Dyslexia
Action refer to Barry Johnson], Patoss book [p 125-129].
 JCQ regulations state ‘Recent editions of nationally
standardised tests which produce standardised
scores must be used, where published.’ [7.5.6 p85]
 As a general rule, use tests published or updated within
the last 10 years [hence no Hedderly Sentence
Completion, Vernon-Warden, Perin’s Spoonerisms,
Digit Memory Test – screening purposes only]. The
Allcock norms are now rather dated.
DA Dyslexia Action 2014
Tests for extra time:
 Remember – TIMED tests, of:
 Literacy processing:
 Reading speed [single word or continuous text]
 Writing speed, manual dexterity [including timed
Beery-Buktenica Motor Coordination]
 Cognitive processing:
 Phonological skills
 Working memory [NB: NOT Digit Memory Test]
 Processing speed
 Phonological
 Visual
DA Dyslexia Action 2014
Which tests for extra time?
 Reading speed:


Single word: e.g. TOWRE/2 (separate scores), Wordchains, Hodder
Oral Reading Tests (HORT)
Continuous text: e.g. ART, DRA (Diagnostic Reading Analysis),
GORT 4/5, WIAT–II-T, YARC (York Assessment of Reading for
Comprehension) – secondary.
 Writing/free writing speed:


DASH/DASH 17+
Penny Allcock – wpm, Years 9-11; extrapolated Years 12 & 13. [NB:
Note age of test]
 Processing speed:


Oral: CTOPP/2 – all/any of 4 rapid naming tests (report separately –
use supplemental color/object for older pupils. [BUT NB CTOPP2!]
Visual: SDMT, Letterchains, Beery-Buktenica (6th ed) Visual
Perception.
DA Dyslexia Action 2014
Which tests? cont.
 Working memory:
 TOMAL-2 [Test of Memory and Learning], WRAML-2 [Wide Range
Assessment of Memory and Learning], AWMA [Automated Working
Memory Assessment].N.B. withdrawn for re-norming currently.
 Other CTOPP/2 phonological subtests.
 Please note: Screening tests are NOT sufficient for EAAs [Patoss
p 94-5].
 Lucid Exact has been accepted as an appropriate tool but must be
supported by another nationally standardised test result. [See Lucid
Fact Sheet 61]
 Note: some tests can be administered in groups (e.g. WRAT 4
Spelling, DASH/17+, WRAT Expanded)
DA Dyslexia Action 2014