Access Arrangements and Examinations!
Access Arrangements (AAs) are the reasonable adjustments that can be made for an exam candidate, and might include things like extra time to complete an exam paper, permission to use assistive technology, or provision of rest breaks. For children with learning difficulties, special educational needs, disabilities or temporary injuries, Access Arrangements can help to minimise the difficulties they experience and help them to perform on a level playing field with their peers.
Here at Lexplore we are often asked about how our test can assist in providing additional evidence for Access Arrangements. Lexplore can indeed provide an overview of a pupil’s reading skills, thereby giving a sense of the candidate’s abilities and/ or specifically provide information to meet specific criteria.
” Although results from the Lexplore Assessment cannot be used to award access arrangements, i.e 25% extra time and/or a scribe. A SENCO can certainly refer to test results when painting a picture of a candidates specific needs. “
Nick Lait, Head of Examination Services, JCQ
Schools are indeed using Lexplore results to provide evidence for Access Arrangements. Our results can be used to support a teacher’s knowledge of a pupil’s specific abilities and needs, whilst helping to answer the following 7 questions about a pupil. See below, the specific questions, in bold, that Lexplore results can provide the answers for.
1. Can the pupil respond appropriately to a simple request or instruction given in English, without being prompted or aided by an interpreter or translator?
2. Does the pupil have a hearing impairment that prevents them from being able to respond appropriately to a simple question or instruction given in English, without being prompted or aided by a communicator or sign language interpreter or having to lip read?
3. Does the pupil need braille and/or enlarged print in order to read and understand text?
4. Can the pupil focus on a task, which requires them to work independently and without interruption, for at least 15 minutes without being prompted to stay on task?
5. Is the pupil prevented from being able to write independently at a speed of more than 10 words per minute by a physical, motor skill or learning disability?
6. Can the pupil read age-appropriate texts aloud and fluently, at a speed of 90 words per minute, without making errors, or with very few errors (this means less than 5 errors per 20 words).
7. Does the pupil have difficulty processing information, which prevents them from being able to answer questions on practice key stage 2 tests, even when they are allowed to refer back to the questions?