Afternoon sessions for All Day Interactive Webinars ... · Assessing for Access Arrangements via an...

Afternoon sessions for All Day Interactive Webinars September 2020

Assessing for Access Arrangements via an Online Video Link (Caroline Read)

The course provides guidance for carrying out assessments for access arrangements over a live

video call. Practical considerations are considered, pros and cons of this method are explored,

links to further advice from publishers and other bodies are provided. Information about which

awarding bodies and publishers have approved this process will be available in course handouts.

Assessing for Examination Access Arrangementsvia video link

© Communicate-ed 2020. Not to be reproduced in any format without written permission. 1

Course Tutor:

Caroline Read

Communicate-ed

Supporting special needs in education

1


This session provides:

• Guidance on how to assess

candidates remotely using ‘paper’

tests for Access Arrangements

• Not intended to replace typical

practices under normal

circumstances

• Return to normal practice when it

becomes safe to do so

2

This session provides:

• Pointers to further reading and

listening

• Information about permissions

from:

• awarding bodies

• test publishers

3



This session does not provide:

• Guidance in relation to EAA from

Awarding Bodies about:

• regulations and procedures

• who is eligible to carry out assessments

• suitable tests and assessments

• Social distancing guidelines

• Detail about types of technology (see

SASC guidance)

4

• Remote candidates• The Falkland Islands• Australia

• History of Tele-practice • COVID 19• School closures• Social distancing

If an assessment can wait, then it should wait

5

Why consider online assessment?

• Most assessments we use were standardised for ‘face to face’ testing

• Most publishers consider remote administration of tests (usually using digital stimulus) to be an adaptation

• US research investigating whether face to face and digital administration can be equivalent (in early stages)

6

Why consider online assessment?



• Handout 1• Advice about online support and

assessment – various links to online materials

7

On the Screen:

• Handout 2• Advice from GL Assessments about

remote online assessment

8

On the Screen:

• SASC• Pearson• WPS• ASHA• ‘The Testing Psychologist’ • Pro-ed• GL Assessment

9

Guidance is available from



ACTION POINT

Find Handout 1/2 in your

course materials

Take few moments to look

through these documents

10

• Video of Emma explaining

11

How did we get involved?

• Adhere to • manual instructions• publisher’s copyright

• Do not • scan paper materials and share screen• show stimulus material by holding up a

paper version to the camera

12

Quality of stimulus materials



• In some cases the publishers have electronic versions of stimulus material available

• Otherwise the candidate should have the paper version in the room

13

Quality of stimulus materials

• The content of a test should not be seen by the candidate in advance of the test

• Assessors should be mindful of the security of the content of tests – they should not be opened in advance of the assessment or shared with anyone except the responsible adult

14

Security of tests/assessments

• Trained or untrained?• Impartiality• SENCo• Access Arrangements Co-ordinator• Parent?• Link to a guidance document from

Pearson on ‘Facilitators’ in Handout 1

15

Responsible adult



Group Pre-screening

16

17

11y to 24y

GLAssessment

Online assessment

18



SENCo or responsible adult to send assessor background information about the candidate well in advance• date of birth/year group• support in classroom/small groups• previous assessments/reports• results of centre assessments• other SEN information

19

Before the assessment

• Have the planned tests been used with the candidate recently?

• Parental permission (to assess and to video the assessment)

• Trial with a willing student in advance• Check that you are assessing the

correct candidate

20

Before the assessment

The room is:• adequately lit• temperature comfortable

• desk at correct height• reading glasses available• pen (and spare)• refreshments• materials needed for testing

21

Responsible adult to prepare



1) Group Assessment• Reading Comprehension• Writing Speed• Spelling• Visual Processing

22

• Reading Comprehension

23

Group

7y to 25y

Hodder Assessment

24



Online version available

25

Group

5y to 16y

GL Assessment

26

• Writing Speed

27



Group

9y to 16y 11m

Pearson Assessment

28

• The DASH spider diagram • Student will need this chart and lined

sheet to write on• These could be emailed as the card

may be photocopied• Also available digitally from Pearson

29

On the Screen:

30



Group

17y to 25y

PearsonAssessment

31

32

33



• Spelling

34

Pearson Assessment

Individual (or small group for spelling)

5y to 85y

35

• Section of the WRAT 5 Blue Spelling Card

36

On the Screen:



• Visual Processing

37

Group

8y to Adult

WPS

38

• Section of the SDMT Test Form• Digital version available for Oral

Administration

39

On the Screen:



Standard Scores for the SDMT

Communicate-ed have produced a

document showing the standard scores

for:

• each raw score

• each age group

• Boys/Girls

• Adults with 12 years or less and 13

years or more of education

• Written/oral SDMT using the

accepted formula40

2) Individual Assessment• Rapid Naming• Phonological Processing• Working Memory• Reading Comprehension

Speed• (Reading Accuracy)

41

• Rapid Naming

42



Individual

5y to 18y 11m

Pro-ed

43

44

• Section of the RAN/RAS colour naming sheet

• Digital version available

45

On the Screen:



• Section of the RAN/RAS object naming sheet


46

On the Screen:

• Phonological Processing

47

Individual

4y to 24y

Pro-ed

48



Digital version of stimulus material available (e.g. for rapid naming)

49

• Working Memory

50

Individual

5y to 59y

Pro-ed

51



Digital version of stimulus material available (where required)

52

• Reading Comprehension Speed

53

11y to 24y

GLAssessment

54



Electronic assessment

55

• (Reading Accuracy)

56

Pearson Assessment

Individual

5y to 85y

57



• Section of the WRAT 5 Single Word Reading Card


58

On the Screen:

• Handout 3• List of awarding bodies who have

approved the protocol described in the course

59

On the Screen:

ACTION POINT

Find Handout 3 in your

course materials


through this document

60



61

5 Theme Framework

• Audio/Visual Environment (e.g., sound quality, video quality, background distractions)

• Examiner Factors (e.g., technological competence, familiarity with the test)

• Examinee Factors (e.g., behaviour, fatigue level, comfort with technology)

• Test/Test Materials (e.g., type of task to be administered, format of stimulus, ease of use)

• Other/Miscellaneous (e.g., purpose of the administration, nature of clinical relationship)

Eichstadt et al 2013

• A practice using the online video programme must take place to check internet speed, iron out any technical issues etc.

• Responsible adult must check that the candidate(s) can be seen by the assessor

62

Key points for a successful online access arrangements assessment, Assessor comments

• A full schedule with specific timings should be put in place and shared with the responsible adult before the assessment day

• Timings should be followed (as much as possible) throughout the process

63



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• There should be a responsible adult present with the candidate throughout the entire assessment

65

• The assessor must post the original test papers to the responsible adult (those which the candidate is required to complete, e.g. SDMT, spelling sheet, DASH Free Writing sheets) prior to the assessment date

• These must be kept away from the candidate until the point that they are required during the assessment

66



• The assessor will need to post the original stimulus cards to the responsible adult (those which the candidate is required to use e.g. WRAT 5 Word Reading, RAN/RAS Stimulus cards) prior to the assessment date

• These must be kept secure, away from the candidate until the point that they are required during the assessment

67

• The video call could be recorded for evidence

• Get written permission from parents for this

• Password protect the recording

• Consider GDPR issues

68

Recordings should not include digital versions of stimulus material on the screen for copyright reasons

• The responsible adult must time all of the timed activities (as well as the assessor)

• The assessor must remind the responsible adult before each timed activity takes place

• The times must be shared with the assessor upon completion of each test/subtest

69



• The responsible adult should package up and seal the test papers whilst the video is still running (so no changes can be made)

70

• No more than 3 candidates should be assessed at one time using group tests

71

• All candidates must be observed by the assessor at all times, the responsible adult must check that the candidate(s) can be seen by the assessor

72



• Tests outcomes for the AA seemed as reliable as with face to face

• Students are used to communicating via screen and were not fazed

• For access arrangements, if school does not have a qualified assessor or works in cluster, then works well

73

Key points for a successful online access arrangements assessment, SENCo comments

• Can be more flexible with times and lessons if remote

• Centres, particularly remote ones who have no local suitably qualified assessor, can access assessment

• Able to access expertise not available locally

• Some students feel more confident with this approach than face to face

74

Advantages

• Not all assessments will suit the online video approach - e.g. observation of writing, Speech and Language, anything that involves equipment (e.g. TOMAL)

• Observations of behaviour not as close

• Rest breaks for both need to be managed

75

Disadvantages



• Building up trust is an issue for some students

• Personal touch with some students to put them at ease may be lost

• Body language/small changes can’t always be picked up

76

Disadvantages

• www.pearsonclinical.co.uk/q-global• This tool calculates scores from paper

assessments• Also offers some digital manuals and

stimulus materials which can be shared on screen – e.g. via Zoom

• KTEA 3• WRAT 5

77

Pearson digital assessments

• Pearson Q Interactive• www.pearsonclinical.co.uk/q-

interactive• Allows the assessor to administer a

test via two iPads connected to each other via Bluetooth (so not suitable for remote assessment)

78

Pearson digital assessments



Have the following tests in digital format - the stimulus materials could be screen shared:• CTOPP-2• RAN/RAS• GORT-5• TOWRE -2• TOMAL -2

79

Pro-ed

• Handout 4• List of publishers who have approved

the protocol described in the course for specific tests and assessments

80

On the Screen:

ACTION POINT

Find Handout 4 in your

course materials


through this document

81



• Always state on your assessment documentation (e.g. Form 8) that the assessment was carried out remotely

Suggested wording:• The assessments for this report were

carried out via an online video call. In my opinion the findings are as reliable as possible. A video recording of the assessment is available if required.

82

When writing up the assessment

• Guidance is intended to help assessors and centres that need to carry out assessments for access arrangements

• Physical distancing constraints

• Not intended to replace typical practices under normal circumstances

• Return to normal practice when it becomes safe to do so

83

Time limited guidelines

• Always refer to your professional body for recent advice about online assessment

84

Professional Body advice



• Information about tests and assessments:

www.communicate-ed.org.uk/shop

• Online courses about Access Arrangements regulations and procedures:

www.communicate-ed.org.uk/assets/downloads/ Online_courses_2019.pdf

• Online Training about assessments

85

Other Resources

• Postgraduate Award of Proficiency in Assessment for Access Arrangements (PAPAA) www.communicate-ed.org.uk/papaa

• Award of Proficiency in Access Arrangements Coordination (APAAC) www.communicate-ed.org.uk/APAAC

86

Other Resources

For the purposes of this presentation we have permission to reproduce sections of the following tests: • Detailed Assessment Speed of Handwriting

(DASH). Reproduced with permission. Copyright © 2007 Pearson Assessment. All rights reserved

• Wide Range Achievement Test, Fifth Edition (WRAT-5). Reproduced with permission. Copyright © 2017 WideRange, Inc. All rights reserved

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Permission to show documents



• Sample SDMT Test Form copyright © 1973 by Western Psychological Services. Reprinted for online training reference by Communicate-ed, by permission of WPS, 12031 Wilshire Boulevard, Los Angeles, California, 90025, U.S.A. Not to be reprinted in whole or in part for any additional purpose without the expressed, written permission of WPS. All rights reserved.

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• Comprehensive Test of Phonological Processing 2 (CTOPP-2) Published Pro-ed: Wagner, Torgeson, Rashotte, 1999, Austin, Texas, Second Edition 2013. All slides showing samples have been used with permission of the publishers

• Rapid Automatized Naming and Rapid Alternating Stimulus Tests (RAN/RAS) Published Pro-ed: Wolf, EdD, Bridge Denckla, 2005, Austin, Texas. All slides showing samples have been used with permission of the publishers

©2020 Communicate-ed

Advice about Remote Support and Assessment:

(if a link does not work please try a Google search, e.g: Pro-ed Tele-assessment)

SASC advice about Physical Distancing and SpLD Assessment (including advice about how to

use the technology)

https://sasc.org.uk/SASCDocuments/Physical%20Distancing%20and%20SpLD%20Assessment%20SASC%20Guidance%20May2020.pdf SASC advice about Evaluations of Need by Remote Video Platform https://sasc.org.uk/SASCDocuments/Evaluations%20of%20Need%20by%20Remote%20Video%20Platform%20-June2020.pdf Pro-ed advice about Tele-assessment

https://www.proedinc.com/Downloads/PRO-ED_Tele-Assessment.pdf

WPS advice about Tele-practice

https://pages.wpspublish.com/telepractice-101

Pearson advice about Tele-practice

https://www.pearsonassessments.com/professional-assessments/digital-

solutions/telepractice/about.html

https://www.pearsonclinical.co.uk/information/Telepractice/Telepractice.aspx?tab=3#Impl

ementationa5theme

Pearson advice about using the KTEA 3 digital materials available from Q Global

KTEA-3 and Telepractice

Specific Telepractice Considerations by KTEA–3 Subtest

KTEA–3 Subtest Input and Output Requirements and Equivalence Evidence

Pearson advice about using facilitators in tele-practice

https://www.pearsonclinical.co.uk/Sitedownloads/telepractice/facilitators-role-

telepractice.pdf

Handout 1

https://sasc.org.uk/SASCDocuments/Physical%20Distancing%20and%20SpLD%20Assessment%20SASC%20Guidance%20May2020.pdf

https://sasc.org.uk/SASCDocuments/Physical%20Distancing%20and%20SpLD%20Assessment%20SASC%20Guidance%20May2020.pdf

https://sasc.org.uk/SASCDocuments/Evaluations%20of%20Need%20by%20Remote%20Video%20Platform%20-June2020.pdf

https://sasc.org.uk/SASCDocuments/Evaluations%20of%20Need%20by%20Remote%20Video%20Platform%20-June2020.pdf

https://www.proedinc.com/Downloads/PRO-ED_Tele-Assessment.pdf

https://pages.wpspublish.com/telepractice-101

https://www.pearsonassessments.com/professional-assessments/digital-solutions/telepractice/about.html

https://www.pearsonassessments.com/professional-assessments/digital-solutions/telepractice/about.html

https://www.pearsonclinical.co.uk/information/Telepractice/Telepractice.aspx?tab=3#Implementationa5theme

https://www.pearsonclinical.co.uk/information/Telepractice/Telepractice.aspx?tab=3#Implementationa5theme

https://www.pearsonclinical.co.uk/Psychology/ChildCognitionNeuropsychologyandLanguage/ChildAchievementMeasures/ktea3/ForThisProduct/telepractice-ktea3.aspx

https://www.pearsonassessments.com/content/dam/school/global/clinical/us/assets/ktea-3/ktea-3-telepractice-table-1.pdf

https://www.pearsonassessments.com/content/dam/school/global/clinical/us/assets/ktea-3/ktea-3-telepractice-table-2.pdf

https://www.pearsonclinical.co.uk/Sitedownloads/telepractice/facilitators-role-telepractice.pdf

https://www.pearsonclinical.co.uk/Sitedownloads/telepractice/facilitators-role-telepractice.pdf


American Speech Language Hearing Association (ASHA) about Tele-Practice https://leader.pubs.asha.org/do/10.1044/5-few-steps-to-get-started-in-telepractice/full/

Dr Jordon Wright – podcast: Guidance for Tele- Assessment (including some research on the

equivalence of face to face and remote assessment using the WISC)

http://www.thetestingpsychologist.com/apa-guidelines-for-remote-assessment-w-dr-

jordan-wright/

https://leader.pubs.asha.org/do/10.1044/5-few-steps-to-get-started-in-telepractice/full/

http://www.thetestingpsychologist.com/apa-guidelines-for-remote-assessment-w-dr-jordan-wright/

http://www.thetestingpsychologist.com/apa-guidelines-for-remote-assessment-w-dr-jordan-wright/

Test administration for schools: conducting remote online assessments

1. Background

2. Controlled conditions

The last few weeks have proven that technology enables us to do far more remotely than ever before. Yet it may be challenging to gather information to inform your knowledge of students’ learning and progress.

If you are looking to understand how well distance learning is working for your students or if you simply wish to continue your usual assessment cycle as normal, you may choose to assess your students while they are at home via our digital assessment platform, Testwise.

This guidance covers remote online testing for the Progress Test Series (PT Series), the New Group Reading Test (NGRT) and the New Group Spelling Test (NGST). These assessments will provide the insights which will help to determine how students, classes, year groups and even whole schools are faring in these challenging times.

Standardised assessments are normally conducted under controlled testing conditions within school. Schools should put measures in place to recreate a controlled testing environment within the home, for example, advising parents about the testing environment and also by considering remote invigilation via video conferencing software. However, with testing at home, schools will have less control of the environments and scenarios under which testing will occur than they normally would. Schools should consider the quality of the data they receive from tests conducted at home as a result.

This means that tests need to be carefully explained to the students so they understand the importance of taking the test seriously, and that they need to finish the test in one sitting. Most importantly, both the student and parent/carer need to understand that students should not be given any help with the assessment if the results are to be a true reflection of their abilities or their attainment.

This process can be supported by schools by:

• Setting a date and time for students to take the assessment

• Ensuring that the assessment is explained to the students before they begin and that they know how long it should take

• Emphasising to both parents/carers and students that students need to complete the assessment independently, and they must not access any other apps or websites during the course of the test

We would recommend schools consider invigilating the assessments using video conferencing software. Further details are given in section 5 below.

Instructions for parents on how to create a controlled testing environment are provided in our ‘Test administration for parents’ document. We have also created a ‘Test administration for students’ document.

Lina

Text Box

Handout 2

3. Technical requirements

To create a remote online sitting on Testwise, you will need to use a computer operating Windows 10 or Linux or an Apple MAC with an up-to-date internet browser.

Testwise can be used on all main browsers such as Chrome, Google, Firefox and Safari.

For your students to complete their online assessments remotely, students will require access to the following hardware:

• Headphones • Speakers • Mouse (if required) • Internet access • Device compatibility

NGRT, NGST and the PT Series can be taken on the following devices.

*If your students are taking a Progress Test, they will need to enable Flash in their browser before starting the test. Further information on how to do this can be found at the following link:

https://helpx.adobe.com/uk/flash-player.html

It is also important to note that the Progress Test Series cannot be taken on an iPad or Android tablet.

In order to allow any technical issues to be resolved in a quick and efficient manner, we would advise that schools contact our Technical Support Team at [email protected]: 0330 123 5375. Please do not direct parents to our helpline as this may cause confusion and end up taking longer to resolve.

NGRT

Progress Test Series

NGST

Desktop PC/Laptop/Apple Mac/Apple iPad/

Android tablet

Desktop PC/Laptop/Apple Mac/Apple iPad/

Android tablet

Desktop PC/Laptop/Apple Mac*

https://helpx.adobe.com/uk/flash-player.html

mailto:[email protected]

4. Administering the assessments

If possible, use your main Testwise administrator to set up the assessments on Testwise. If they are not available, you can access our quick set-up guide below. Otherwise, please contact our Technical Support team, who will be able to help.

1. Set a date and time for the assessment.

4. If you plan to invigilate remotely using video conferencing, check that you have set up the date and time of the testing session within the video conferencing service.

7. When students have finished their assessment, reports will be available in Testwise as usual.

6. On the date and time of the assessment, students log in to their online assessment by entering their student access code on the following website: https://www.testingforschools.com/Code Teachers will be able to monitor progress of the online testing via Testwise.

2. Create a sitting in Testwise and download the CSV file with the student access codes for the class.

5. Before the date and time of the assessment, check that students are set up appropriately to take the assessment.

3. Use the letter to parents/carers template to mail merge with the student access code CSV file. Send the letter to parents/carers (with the student access code for their child) with the date and time of the assessment, and the Test Administration documents for parents and students.

https://www.testingforschools.com/Code

5. Administering the assessments with invigilation via video conferencing

6. Additional materials:

The advantages of using video conferencing software for remote test invigilation are:

• You can confirm that the student is taking the assessment• You can see if the student is being helped or leaves the room• Students may take the assessment more seriously if they know they are being monitored

If you use this option, please ensure that your use of video conferencing complies with your safeguarding policy.

The following guidance is designed to support your use of video conferencing as part of your invigilation process.

Appendix 1: Letter to parents/carers – NGRT Appendix 2: Letter to parents/carers – NGST Appendix 3: Letter to parents/carers – PT Series Appendix 4: Mail merge instructions for letters to parents/carers Appendix 5: Template for mail merge Appendix 6: Test Administration and FAQs for Parents Appendix 7: Test Administration for Students

Set up an account with the video conferencing software, if you do not already have one.

Schedule a meeting for the date and time you would like the students to conduct the remote online assessment. When allocating the time, allow at least half an hour set up before you intend to start the assessment.

Schedule a ‘dry run’ session prior to the date and time of the assessment to check that all students can log in to the video conferencing software and open their Testwise login page.

For timed assessments, end the assessment at the same fixed time for all students. For untimed assessments, allow students to end the assessment and leave the video conferencing session quietly when they have completed it.

Once everyone is logged in to the video conferencing system and has the Testwise login webpage open, mute all the students.

Make sure all the students are logged in to the video conferencing system.

Work through the practice questions together as a class.

Explain the assessment and set the rules for the testing environment. This includes instructing the students that no questions are permitted during the time of the assessment as this may cause disruption to everyone else taking the test.

Ask students to start the test at the same time.


The following awarding bodies have approved this guidance for online

assessment for Access Arrangements:

JCQ - recommend that assessments are postponed until centres reopen and face to face assessment can take place, but where this is not possible this guidance may be followed

Pearson - for all international qualifications and IGCSE, Functional Skills in the UK

City and Guilds – for all qualifications. C & G recommend that assessments are postponed until centres reopen and face to face assessment can take place, but where this is not possible this guidance may be followed

Cambridge Assessment International Education (CAIE) (formerly known as CIE, Cambridge International Examinations) - for all qualifications including IGCSE

International Baccalaureate - for all qualifications

This guidance is intended to help assessors and centres that need to carry out assessments

for access arrangements under physical distancing constraints. They are not intended to

replace typical practices and guidelines under normal circumstances. When it becomes safe

and feasible to resume face to face assessment, assessors should return to normal practice.

Handout 3


The following Publishers have approved this guidance for online assessment

(in paper format, and where digital versions are available, through screen

sharing) for Access Arrangements using the following assessments:

Pearson Clinical – WRAT5, DASH, DASH 17+, KTEA-3 (at the time of writing digital versions

of these assessments are available free, please check www.pearsonclinical.co.uk/q-global/q-

global.aspx for up to date information)

Pro-ed – CTOPP-2, RAN/RAS, GORT-5, TOMAL-2, TOWRE-2 (www.proedinc.com find the

test you are interested, the digital documents are an option to purchase alongside manuals

etc.)

WPS – SDM, contact [email protected] for information about obtaining a licensing

arrangements

Hodder Assessment – Access Reading Test

GL Assessment – New Group Reading Test, Exact

Pearson – Adult Reading Test 2, the authors have made the Reading Booklet available in

PDF format to screen sharing. This can be found on the members’ area of the Communicate-

ed website.

Pearson Clinical – WRAT5, DASH, DASH 17+, KTEA-3 (via Q-Global)

This guidance is intended to help assessors and centres that need to carry out assessments

for access arrangements under physical distancing constraints. They are not intended to

replace typical practices and guidelines under normal circumstances. When it becomes safe

and feasible to resume face to face assessment, assessors should return to normal practice.

Handout 4

http://www.pearsonclinical.co.uk/q-global/q-global.aspx

http://www.pearsonclinical.co.uk/q-global/q-global.aspx

http://www.proedinc.com/

mailto:[email protected]

Resources to Support Access Arrangements for General Qualifications

• All resources are provided as electronic downloads in PDF, Word or Excel for printing

• Please visit our resources shop at www.communicate-ed.org.uk/shop

• There you will find a video explaining each resource in more detail

• You can pay with a debit/credit card and download resources

• Email [email protected] if you have any questions

1 Test Information: Information on over 40 of the tests recommended for use in assessments for Access Arrangements. Information on each test includes: name of test; supplier/cost; description; age range; suggestions for use within Access Arrangements. PDF. £12

2 Student Record Sheet, Access Arrangements: Record on one sheet everything you need to complete Form 8 for JCQ Access Arrangements. PDF. £1

3 Record of Standardised Scores: It is often helpful for those reading a report if scores are represented visually on a chart, but it can be difficult to show scores accurately. This Excel document will help make the task quicker, easier and more accurate. When you type in a score a cross appears in the appropriate cell. Excel.

£5

4 Guidelines for Candidates having Access Arrangements: Notes explaining to candidates how each arrangement works during the examination, in Word to adapt for your centre. £12

5 Training for Readers, Scribes, Invigilators and other Adult Helpers in Examinations: This pack will enable you to run training for staff (approximately 1 hour) covering Training for Readers, Scribes, Invigilators and other adult helpers in GCSE and A-level examinations. The files you will receive contain PDF slides that you can project or print, a master copy of the handouts and general instructions. PDF. (This course is also available online with Caroline Read presenting for £70. Please visit www.communicate-ed.org.uk/trsi for more information). £25

6 An Overview of Access Arrangements for Centre Staff: A short training session (about 20 to 30 minutes) to make centre staff (e.g. subject teachers, heads of department etc.) aware of what arrangements are available. PDF. (This course is also available online with Caroline Read presenting for £45. Please visit www.communicate-ed.org.uk/eaao for more information). £10

7 Informal Assessment Resources: A range of documents designed and used by colleagues working in the area of Access Arrangements and assessment. Resources include: responsibilities checklist, checklist for prioritising areas of difficulty, feedback sheet on a candidate’s use of arrangements, format for evidence of normal way of working & examination strategy sheet. PDF. £10

8 Evidence for 10% extra time to use a bilingual dictionary: Record on one sheet all the evidence for an application and confirm with a parental signature. PDF. £2

ALL proceeds are donated to charity: Links International www.linksinternational.org.uk © Please note that all our resources, including the slides provided as course notes, are copyrighted and must not be reproduced in any format, other than described in the instructions provided, without written permission.

https://www.communicate-ed.org.uk/resources

../../../../AppData/Local/Microsoft/Windows/AppData/Local/Temp/OLD%20&%20back%20up/[email protected]

http://www.communicate-ed.org.uk/trsi

http://www.communicate-ed.org.uk/eaao

http://www.linksinternational.org.uk/

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