Evidence for additional exam arrangements must meet DAS’ guidance. Additional exam arrangements are recommendations, and the final decision is made by College Registry. All forms of assessment should be as inclusive and fair as possible to all and must not confer any unfair advantage on individual students. Although this may entail making alterations in how an assessment is conducted, any such changes cannot alter what is being assessed. This guidance must therefore take account of competence standards or fitness to practice requirements applicable to the relevant course of study.
 

Examinations completed in person¹

 All arrangements must show clear evidence of impact on performance. 
 
  • 25% extra time will be provided as a standard additional exam arrangement where appropriate. This would generally be given in response to evidence of slower or lower literacy skills, processing skills or recall from memory. Increases in extra time above this amount will be considered in line with JCQ guidelines.
  • Extra time may not be provided for some practical exams where there are issues of timed professional ability or competencies.
  • If supervised rest breaks (with a stopped clock) are a more suitable alternative to extra time these should be up to the equivalent of 25% extra time. Increases in the time of the rest breaks will be considered in line with JCQ guidelines.
  • Provision of a rest break AND extra time is not normally considered. Provision of both requires a clear justification from the assessor.
  • A separate room can be provided to accommodate the rest breaks if others will be disturbed by the student.
  • A separate room can be provided for the provision of an amanuensis (reader/scribe). The allocation of an amanuensis is based on literacy or numeracy speeds and/ or legibility issues.
  • A computer can be provided and is based on literacy or numeracy speeds and/ or legibility issues.
  • Any student who wishes, should be allowed to use digital or hard copy-coloured transparencies as a reading aid for exam papers. There is no requirement to produce evidence to facilitate this.
  • The student’s usual way of working in relation to technological equipment/ software should be considered. Provision may not always be manageable, but DAS encourages faculties and departments to aspire to this where possible.
  • If the presented evidence does not include an arrangement that is subsequently seen as being reasonable, the assessor must be contacted to request a fully justified amendment. If this is not possible an IC reassessment may be possible. 
Examinations completed online²
All arrangements must show clear evidence of impact on performance. 
 
  • 25% extra time will be provided as a standard additional exam arrangement where appropriate. This would generally be given in response to evidence of slower or lower literacy skills, processing skills or recall from memory. Increases in extra time above this amount will be considered in line with JCQ guidelines.
  • Students with an extra time allowance will have this included after the +25% tolerance has been added for all students to carry out the logistics of uploading scripts etc.
  • If supervised rest breaks (with a stopped clock) are a more suitable alternative to extra time these should be up to the equivalent of 25% extra time. Increases in the time of the rest breaks will be considered in line with JCQ guidelines.
  • Provision of a rest break AND extra time is not normally considered. Provision of both would require clear justification from the assessor.
  • Students receiving 25% extra time/ rest break and a reader and/or scribe (amanuensis) should have their extra time increased to 50% of the total. The allocation of these is based on literacy or numeracy speeds and/ or legibility issues.
  • Departments should arrange the provision of a reader and/or scribe (amanuensis) via MS teams. If this is not possible, departments could check the functionality of MS Office365 accessibility tools in reading the exam paper aloud, providing speech to text (dictation software), audio recording of the exam paper and/or changing the visual size/ appearance exam text or computer screen. If none of these options are possible or suitable, mitigating circumstances or an alternative means of assessment should be considered.
  • Students who have a computer recommended in their evidence should have this already due to the nature of online exams.  In certain exams this may involve the combination of a computer and pen/paper submission.
  • Any student who wishes, should be allowed to use digital or hard copy-coloured transparencies as a reading aid for exam papers. There is no requirement to produce evidence to facilitate this.
  • The student’s usual way of working in relation to technological equipment/ software should be considered. Provision may not always be manageable, but DAS encourages faculties and departments to aspire to this where possible.
  • If the presented evidence does not include an arrangement that is subsequently seen as being reasonable, the assessor must be contacted to request a fully justified amendment. If this is not possible an IC reassessment may be possible.  
 ¹ In a College owned building, in an examination room.
² In a building owned/not owned by the College, in a private room, via computer.