Subject Teacher Evidence Form

Purpose

Use this form to gather subject-specific evidence before an assessment arrangement is agreed.

Assessment arrangements should reflect the barriers a learner experiences in a particular subject and the support they normally use in class. The same learner may require different arrangements, or different amounts of support, across different subjects.

Keep the evidence factual, current and proportionate. Base recommendations on classroom practice, assessment evidence, teacher observations and the learner’s response to support.

Learner and subject details

• Learner name:
• Date of birth or learner reference:
• Year group:
• Subject:
• Qualification and level:
• Teacher:
• Date completed:

Main assessment demands

Describe the main demands the learner is expected to manage in this subject.

Consider:

• reading volume and complexity
• extended writing
• spelling and written accuracy
• processing speed
• numerical calculation
• remembering and applying procedures
• interpreting diagrams, graphs or source material
• listening and responding
• practical activity
• working under timed conditions

Main assessment demands in this subject:

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Barrier experienced in this subject

Describe the specific difficulty the learner experiences when completing normal classwork or assessment tasks in this subject.

Avoid relying on a diagnosis alone. Record what the learner finds difficult and how this affects their ability to demonstrate their knowledge and skills.

Barrier observed:

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How the barrier affects performance:

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Support normally provided

Record the support the learner normally uses during learning, classwork or assessment activities.

Examples may include:

• additional time
• use of a digital device
• word processing
• text-to-speech
• a reader
• a scribe
• rest breaks
• separate accommodation
• coloured paper or overlays
• enlarged text
• adapted instructions
• prompting
• practical assistance

Support normally provided:

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Frequency of use

How frequently does the learner use this support in this subject?

• Every lesson
• Most lessons
• For particular tasks
• During formal assessments only
• Occasionally
• Currently being trialled

Additional detail:

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Evidence from classwork and assessment

Summarise the evidence available from normal classroom practice.

Where possible, refer to specific tasks, dates or assessment activities.

Learner response to the support

Describe how the learner responds when the support is provided.

Consider whether the support:

• improves access to the task
• allows the learner to demonstrate their knowledge more accurately
• increases independence
• reduces avoidable errors
• improves completion
• changes the quality of the learner’s response
• remains proportionate to the barrier

Learner response:

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Proposed assessment arrangement

Proposed arrangement:

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Why this arrangement is appropriate in this subject:

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Proposed amount, where relevant

Complete this section where the arrangement involves a measurable amount, such as additional time or scheduled rest breaks.

• Amount trialled:
• Context in which it was trialled:
• Outcome of the trial:
• Amount proposed:

Explain why the proposed amount is the smallest amount that allows the learner to demonstrate their attainment without providing an unfair advantage.

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Teacher recommendation

Based on the evidence above, select one recommendation.

• I recommend that this arrangement is agreed for this subject.
• I recommend that the support continues to be trialled.
• I recommend that the arrangement or amount is adjusted.
• I do not currently recommend an assessment arrangement for this subject.
• I recommend further discussion with the ASN lead or assessment arrangements coordinator.

Reason for recommendation:

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Evidence attached

Indicate the evidence supplied with this form.

• Marked classwork
• Timed task
• Practice assessment
• Formal assessment evidence
• Teacher observation
• Learner feedback
• Support plan or learner record
• Meeting note
• Other

Details of attached evidence:

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Sign-off

• Teacher name:
• Teacher signature:
• Date:
• ASN lead or coordinator review:
• Review date:

Example: why subject-specific evidence matters

A learner may not require the same arrangement in every subject.

For example, Claire required 25% extra time in subjects involving extended writing, but only 15% extra time in Mathematics and Chemistry.

The decision was based on evidence from:

• subject teachers
• classroom work
• timed tasks and assessments
• teacher observations
• records of discussions and meetings

This showed that the barrier and the amount of support required varied according to the demands of each subject.

Do not assume that one arrangement or one amount should automatically apply across all subjects.