Angela Dawes - Access Arrangements at a Hampshire 6th form
1. Exam Access Arrangements at a
Hampshire 6th Form College
Angela Dawes
Queen Mary’s College, Basingstoke
Me, writing
AA reports
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2. Who am I, and what do I do?
• Angela Dawes
– Specialist dyslexia assessor and teacher
• Qualifications
– PATOSS practising certificate
• Professional Association of Teachers of Students with Specific
Learning Difficulties
– AMBDA
• Associate Member of the British Dyslexia Association
– MA in Education
– PGCE & BA
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3. Why have exam arrangements?
• Communicate Ed:
– For candidates with the required knowledge, understanding and
skills, who are unable to demonstrate these in an assessment
due to a difficulty or disability
– The arrangement(s) should reflect what help is usually given to
the candidate in the centre and the normal way of working
should reflect what will be available in the exam
• Dyslexia: Assessing the need for Access Arrangements
during Examinations:
– They exist to provide reasonable adjustments to allow equality
of access to assessment in education. They aim simply to allow
candidates the opportunity ‘to show what they know or can do
without changing the demands of the assessment’.
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4. What are the changes to Access
Arrangements this year?
• For 25% extra time, you now need a
below average score on an assessment of
– reading speed
– reading comprehension
– free writing, or
– cognitive processing
• except in very exceptional circumstances
when a low average score (85-89)
might be acceptable with further evidence
• http://www.bdadyslexia.org.uk/files/Extra%20Time%20FAQs.pdf
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5. What exam arrangements do we
typically grant at QMC?
• Extra time (of 10%, 25%, 50%)
• Use of a pc
• Use of a reader
• Opportunity for rest breaks
• Opportunity to read aloud
• Use of a scribe
• Use of a prompter
• Modified papers (size of font, colour of paper)
• Use of a practical assistant
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6. Exam arrangement statistics for QMC
• Number of students at 1st year QMC 1200
• Assessment figures for this year 2011-12
– for exam arrangements this year 109
– Those who had extra time 98
– Those who had a pc 33
– Those who had a reader 29
– Those who had a scribe 16
– Those who were in a separate rooms
due to Reader, Scribe or other issues 40
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7. What skills do we assess, and what are the
main tests that we use?
• Beginning a questionnaire,
a selection of the following:
– Handwriting (DASH)
– Timed essay (20 min)
– Spelling ability (WRAT4)
– Ability to process information (CTOPP)
– Reading comprehension (WRATE)
– Reading accuracy (WRAT4)
– Memory (Digit Memory)
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8. How are we going to assess
next year?
• ‘Time efficient solution for
assessments for exam access arrangements’
• Meets JCQ requirements
• Provides precise standardised assessment of:
– Word recognition/reading accuracy
– Reading comprehension
– Reading speed
– Spelling
– Writing to dictation
– Keyboarding to dictation
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11. How do we record test results and
evidence?
• Form 8 for arrangements that need specific
application eg, reader, scribe
• Our own version to record for extra time, use
of a computer etc
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12. Form 8 for arrangements that need specific http://www.jcq.org.uk
-Exams Office / Access Arrangements & Special
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application eg, reader, scribe Consideration / Forms
13. Our report for documenting evidence for exam 13
arrangements other than Reader & Scribe
14. How do we do screen for SpLD?
• Computerised screening for adults (15+) experiencing
literacy difficulties or learning problems
• 5 tests address cognitive skills
typically weak in people with dyslexia
– Non verbal
– Verbal reasoning
– Word recognition
– Word construction
– Working memory
• Tests take 5 mins each, 20-40 minutes total,
– Immediate results
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15. Non Verbal Reasoning Verbal Reasoning
Word Construction Word Construction Working Memory
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17. What other assessments do we give
for a full dyslexia assessment?
Previous assessments, plus selection of
additional tests:
• Reading real and non words at speed
(TOWRE)
• Phonological processing (CTOPP)
• Underlying ability (WRIT)
• Receptive vocabulary (PPVT)
• Memory (WRAML)
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18. What qualifications do you need to
assess for access arrangements?
• A Specialist teacher, must:
– be able to teach & assess secondary aged or
adult learners who have learning difficulties
– have knowledge & skill to carry out assessments
in support of applications for access arrangements
– understand current JCQ publication document
– be familiar with Equality Act 2010
– understand & use nationally standardised tests
– be trained in & have experience of objective
administration of attainment tests
– know when to refer candidate to an EP
JCQ Regulations ‘Access Arrangements, Reasonable Adjustments and Special Consideration
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19. Useful courses for assessing for AAs
http://www.communicate-ed.org.uk/ http://www.realtraining.co.uk/
http://www.patoss-dyslexia.org/
eventspage.html http://training.dyslexiaaction.org.uk/
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20. What qualifications do you need to
write DSA reports?
• SpLD Assessment Practising Certificate
– For specialist teachers who have
• followed an identified course of study
• can demonstrate knowledge and competence
• in both SpLD and assessment
– Must be renewed every 3 years
• SpLD CPD Log (Must demonstrate regularly updated
professional skills and competence through study,
professional discussion, training and practice)
• Diagnostic Assessment report (annonymised)
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21. Where are the guidelines for writing
DSA reports?
• Strict guidelines about
– Suitable tests to use (Test Guidelines)
– Layout of the report (DSA report proforma)
• Available from websites
– http://www.patoss-dyslexia.org/DSA2.html
– http://www.sasc.org.uk
(SpLD Assessment Standards Committee)
• Course
– Diagnostic Assessment: Renewing your Assessment
Practising Certificate (Patoss)
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22. Useful publications for exam
arrangements
Fourth Edition- Completely Revised and Updated -
replaces all earlier editions
Dyslexia: Assessing the need for Access
Arrangements during Examinations
A Practical Guide
Fourth Edition
ISBN 0 - 9539315 - 4 - 4
edited by Anwen Jones
This Fourth Edition, published in association with the Joint Council
for Qualifications, is completely revised to bring you up-to-date with
the latest JCQ Regulations and replaces all earlier editions of this
valuable book.
Fully updated to reflect Access Arrangements Online
Available from Important new guidance on arrangements for extra time
- Patoss Additional guidance for FE
Detailed timetable and guidance for SENCOs
- Amazon An essential resource for anyone involved in providing access
arrangements for students with SpLDs. 22
23. Useful publications for exam
arrangements
http://www.jcq.org.uk
-Top Ten Publications
- Access Arrangements,
Reasonable Adjustments and
Special Consideration
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24. And finally . . . for assessors . . .
• The new app from Pearson (ipad, iphone)
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