Template
Assessment Arrangement Trial Record
A structured record for trialling an assessment arrangement before it becomes established classroom practice.
Purpose
Use this record to plan and review a structured trial before an assessment arrangement becomes established practice.
A trial should begin with a clearly identified barrier. It should test whether the proposed arrangement improves access, independence or the learner’s ability to demonstrate their knowledge and skills without changing what is being assessed.
Agree in advance what success will look like, gather evidence from normal classroom practice and review the arrangement after a defined period.
For help identifying an appropriate arrangement, use the Choosing the Right Assessment Arrangement guide.
Learner and trial details
- Learner name or reference:
- Year group:
- Teacher or trial lead:
- Date completed:
Barrier being addressed
Describe the specific barrier the learner experiences during classwork or assessment activities.
Record what the learner finds difficult and how this affects access, participation or their ability to demonstrate attainment. Avoid relying on a diagnosis alone.
Barrier observed:
How the barrier affects the learner:
Arrangement being trialled
Arrangement:
How the arrangement will be provided:
Why this arrangement may address the barrier:
Subjects or contexts
Identify where the arrangement will be trialled. Include subjects, task types, classroom activities or assessment contexts.
| Subject or context | Task or activity | Person gathering evidence |
|---|---|---|
Trial dates
- Trial start date:
- Planned review date:
- Actual review date:
- Number or frequency of trial opportunities:
What success will look like
Agree clear indicators before the trial begins.
Success may include:
- improved access to the task
- more accurate demonstration of knowledge and skills
- greater independence
- reduced avoidable errors
- improved task completion
- reduced fatigue, distress or loss of concentration
- support that remains proportionate to the barrier
Success indicators for this trial:
Teacher observations
Keep observations factual and refer to specific tasks or dates where possible.
| Date | Subject or context | What was observed | Learner response |
|---|---|---|---|
Summary of teacher observations:
Learner feedback
Record the learner’s view of the trial.
Consider:
- whether the arrangement made the task easier to access
- whether it increased confidence or independence
- what remained difficult
- whether the learner would use it again
- whether any part of the arrangement should change
Learner feedback:
Practical issues
Record any practical factors that affected the trial.
Examples may include:
- equipment or software availability
- rooming or staffing
- setup time
- training or prompting required
- technical difficulties
- disruption to normal classroom routines
- consistency across subjects
Practical issues identified:
Action needed to address practical issues:
Review outcome
Select one outcome.
- Continue the arrangement as trialled.
- Change the arrangement and begin a further trial.
- Discontinue the arrangement.
- Gather more evidence before reaching a conclusion.
Reason for the outcome:
Changes or next steps:
Next review date, if required:
Evidence attached
- Marked classwork
- Assessment evidence
- Teacher observation
- Learner feedback
- Trial notes from another subject
- Technical or practical record
- Other
Sign-off
- Teacher or trial lead:
- Signature:
- Date:
- ASN lead or coordinator review:
- Review date:
Important reminder
A successful trial should show that the arrangement addresses an identified barrier and reflects the learner’s normal way of working.
Do not establish an arrangement solely because it was available or because it is commonly associated with a diagnosis. Base the decision on current evidence from classroom practice.