Reasonable adjustment in summative assessments

The concept of ‘reasonable adjustment’ is important and must be considered. This means that the summative assessment process may be modified so that individual participants are not disadvantaged. For example, a learner with a disability, or with issues relating to language, literacy or numeracy may require some adjustment to the assessment process.

In accordance with the Disability Standards for Education (2005), education providers are under a positive obligation to make changes to reasonably accommodate the needs of a learner with a disability. Reasonable adjustments can be made as required, as long as competence is not compromised.

We make changes to reasonably accommodate the needs of learners to ensure:

      • they have the same learning opportunities as other learners.
      • they have the same opportunity to perform and complete assessments as other learners.

For example, such a learner could be asked to demonstrate a work process rather than being asked to explain it in writing.

It is important to always provide the following information to your students, trainers and compliance officers:
      • Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
      • Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
      • The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
      • Trainer/Assessor must complete the “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented.
      • Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
      • All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.
A table has been provided below to list different categories where reasonable adjustments can also be made, possible issues associated with each category and reasonable adjustment strategy that you can apply:
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
LLN Speaking
Reading
Writing
Confidence
Verbal assessment
Presentations
Demonstration of a skill
Use of diagrams
Use of supporting documents such as wordlists
Non-English Speaking Background Speaking
Reading
Writing
Cultural background
Confidence
Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process
Use methods that do not require a higher level of language or literacy than is required to perform the job role
Use short sentences that do not contain large amounts of information
Clarify information by rephrasing, confirm understanding
Read any printed information to the student
Use graphics, pictures and colour coding instead of, or to support, text
Offer to write down, or have someone else write, oral responses given by the student
Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs
Indigenous Knowledge and understanding
Flexibility
Services
Inappropriate training and assessment
Culturally appropriate training
Explore understanding of concepts and practical application through oral assessment
Flexible delivery
Using group rather than individual assessments
Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
Age Educational background
Limited study skills
Make sure font size is not too small
Trainer/Assessor should refer to the student’s experience
Ensure that the time available to complete the assessment takes account of the student’s needs
Provision of information or course materials in accessible format.
Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write
Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
Changes to course design, e.g. substituting an assessment task
Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
Educational background Reading
Writing
Numeracy
Limited study skills and/or learning strategies
Discuss with the Student previous learning experience
Ensure learning and assessment methods meet the student’s individual need
Disability Speaking
Reading
Writing
Numeracy
Limited study skills and/or learning strategies
Identify the issues
Create a climate of support
Ensure access to support that the student has agreed to
Appropriately structure the assessment
Provide information or course materials in accessible format, e.g. a text book in braille
Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
Supply of specialised equipment or services, e.g. a note taker for a student who cannot write
Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
Changes to course design, e.g. substituting an assessment task
Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift

Leave a Reply

Your email address will not be published. Required fields are marked *