10 Questions to Ask Before Recommending an Assessment Arrangement

Assessment arrangements are one of the most important ways we ensure learners can demonstrate what they know and can do. Yet they are also one of the most misunderstood aspects of assessment.

Too often, discussions begin with:

"Should they have extra time?"

or

"Can we apply for a reader?"

The better question is:

"What barrier is preventing this learner from demonstrating their attainment?"

Assessment arrangements exist to remove barriers—not to compensate for lack of attainment or give learners an advantage. They should always be based on identified assessment need, supported by evidence and maintain the integrity of the qualification.

If you're unsure where to begin, these ten questions provide a simple framework for making confident, evidence-based decisions.

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1. What is the barrier?

Always begin with the learner—not the arrangement.

Ask yourself:

• What specific difficulty is the learner experiencing?
• Is it reading?
• Writing?
• Processing information?
• Hearing?
• Vision?
• Concentration?
• Anxiety?
• Fatigue?
• Mobility?

Avoid beginning with a diagnosis.

Instead, identify the barrier that prevents the learner from accessing the assessment.

Remember: Identify the barrier before identifying the solution.

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2. Is the barrier affecting assessment?

Some learners experience barriers during learning but not during every assessment.

Consider:

• Which assessment activities are affected?
• Which are not?
• Is the learner prevented from demonstrating what they know?

For example, a learner with significant handwriting difficulties may struggle to complete an extended essay in History but have no difficulty answering multiple-choice questions in Chemistry.

Assessment arrangements should only be used where a genuine assessment barrier exists.

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3. What support is already in place?

Assessment arrangements should never appear for the first time on exam day.

Consider the support the learner already uses, such as:

• Assistive technology
• Text-to-speech software
• Digital devices
• Rest breaks
• Readers
• Scribes
• Coloured papers
• Adapted materials
• Separate accommodation

Ask yourself:

If this support disappeared tomorrow, what would become significantly more difficult for this learner?

The answer often identifies the most appropriate assessment arrangement.

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4. Is it part of the learner's normal way of working?

One of the key principles of assessment arrangements is that they should reflect the learner's normal way of working wherever possible.

For example:

• If a learner routinely uses speech recognition software in class, it may also be appropriate in assessment.
• If they have never used text-to-speech software during learning, introducing it solely for the examination is unlikely to be appropriate.

Learners should be familiar and confident with any support long before assessment.

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5. What evidence do we have?

Evidence does not need to be complicated.

It should simply demonstrate:

• the identified difficulty
• its impact on learning and assessment
• the support normally provided
• why the proposed arrangement is appropriate

Useful evidence may include:

• Teacher observations
• Classroom assessments
• Timed tasks
• Departmental records
• Support plans
• Learner discussions
• Samples of classwork

Strong evidence develops naturally through everyday teaching rather than being gathered solely for assessment arrangements.

For a fuller framework, see Gathering Good Evidence.

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6. Would another arrangement be more appropriate?

The first solution is not always the best one.

Rather than asking:

"Can they have extra time?"

consider:

"What removes the barrier most effectively?"

For some learners this may be:

• Text-to-speech software
• Speech recognition
• Supervised rest breaks
• A digital question paper
• Adapted materials
• Separate accommodation

Good assessment arrangements are individualised rather than standardised.

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7. Does it vary by subject?

Assessment arrangements should always be considered subject by subject.

Different subjects place different demands on learners.

For example, a learner may require:

• 25% extra time in Higher English
• 15% extra time in Higher Mathematics
• No additional support in another subject

Avoid assuming the same arrangement is appropriate across every qualification.

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8. What does the learner say?

The learner's voice is an important part of decision-making.

Discuss questions such as:

• Which support helps most?
• What do they routinely use?
• What makes assessment more difficult?
• What helps them work independently?

Assessment arrangements are more effective when learners understand and have confidence in the support provided.

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9. Does it maintain the integrity of the assessment?

Every assessment arrangement must preserve what the assessment is designed to measure.

Ask yourself:

Would this arrangement change what is being assessed?

If the answer is yes, another arrangement should be considered.

The purpose is to remove barriers—not change the knowledge, skills or understanding being assessed.

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10. Have we reviewed it recently?

Learners change.

Courses change.

Assessment demands change.

Before continuing an assessment arrangement, consider:

• Is it still required?
• Is the level of support still appropriate?
• Has classroom practice changed?
• Has the learner become more independent?
• Have assessment demands increased?

Regular review helps ensure assessment arrangements remain appropriate and proportionate.

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Summary

Good assessment arrangements begin with questions rather than solutions.

By focusing on barriers, classroom practice and evidence, teachers can make decisions that are fair, proportionate and centred on the learner's needs.

Ultimately, assessment arrangements are not about giving learners an advantage.

They are about ensuring every learner has an equal opportunity to demonstrate what they know, understand and can do.

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Final check

Before recommending any assessment arrangement, ask yourself:

Does this remove a genuine barrier while allowing the learner to demonstrate their own knowledge, skills and understanding?

If the answer is yes, you're asking the right questions.

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Printable checklist

Download the Word checklist to complete digitally or print for assessment-arrangement discussions and reviews.