Understanding Your Assessment Arrangements

What are assessment arrangements?

Assessment arrangements are changes to the way an assessment is provided. They are used when a learner experiences a barrier that makes it harder to show their knowledge and skills.

The aim is to give you fair access to the assessment. An arrangement should not give you the answer, make the assessment easier or change the skill being assessed.

Examples may include:

• extra time;
• supervised rest breaks;
• using a computer or assistive technology;
• help to read or record your answers;
• an adapted paper or equipment;
• a different room; or
• a change to how instructions are communicated.

This is not a complete list. The arrangement used should match your needs and the particular assessment.

You do not need a diagnosis to ask for help

Support should be based on the barrier you experience, not only on the name of a condition or diagnosis.

Having a diagnosis does not mean you will automatically receive a particular arrangement. You may also need support even if you do not have a diagnosis.

If an assessment does not let you show what you know, tell a teacher or Support for Learning member of staff what happens. A useful starting point is:

I know the work, but I find it difficult to show this when…

Why your arrangements may be different from someone else's

Two learners with the same diagnosis may need different support. Two learners using the same arrangement may use it for different reasons.

Your own arrangements may also change between subjects. For example, you might use:

• text-to-speech for a subject with long reading passages;
• a computer for extended writing;
• adapted equipment in a practical assessment; and
• no arrangement for a task where you do not experience a barrier.

This does not necessarily mean that staff are being inconsistent. Different assessments make different demands.

Your normal way of working

An assessment arrangement should usually reflect support you use during ordinary learning and teaching.

This matters because:

• you need time to become confident using the support;
• staff need to understand how it works for you;
• there should be evidence that it helps with a real barrier; and
• unfamiliar support can make an assessment more difficult rather than less.

If an arrangement has been agreed, ask when you can practise using it. Do not wait until an important assessment to try it for the first time.

What you should know

You should be able to find out:

• what arrangements have been agreed;
• which subjects or assessments they apply to;
• how the support will work;
• where and when you can practise;
• what you should do if it is not available; and
• who you can speak to with questions.

You do not need to remember everything at once. Ask for the information in writing or in another format that works for you.

Your views are important

Staff may use classroom observations, your work and timed tasks to understand what support helps. Your experience is also an important part of the picture.

Tell someone if:

• the support makes it easier to show what you know;
• it helps in some situations but not others;
• you do not feel confident using it;
• you are worried about how other people will react;
• it causes a different difficulty; or
• you think your needs have changed.

You can share your views by speaking, writing, drawing, recording them or asking someone you trust to help.

Support may need to be trialled

Sometimes staff need to try an arrangement and gather evidence before deciding whether it is suitable.

A trial is a chance to find out:

• whether the support addresses the barrier;
• whether you can use it comfortably;
• whether you need more practice;
• whether it works in that subject; and
• whether a different arrangement may work better.

A trial is not about passing or failing. Be honest about what helped and what did not.

If you are unsure or disagree

Ask someone to explain the decision and the evidence used. You could say:

• Can you explain what this arrangement is meant to help with?
• Why is my support different in this subject?
• Can I have more practice before we decide?
• What should I do if this does not work?
• When will we review it?

You can also ask a parent, carer or trusted adult to help you prepare for the conversation.

Use Preparing for a Support Review to organise what you want to say. If you have tried the arrangement and it is not helping, read When Support Isn't Working for You.

The important things to remember

• Assessment arrangements are there to remove a barrier, not to give an advantage.
• Support should be based on your individual needs.
• You may need different arrangements in different subjects.
• You should have opportunities to practise using agreed support.
• Your experience should be heard when support is reviewed.
• You can ask questions if you do not understand a decision.