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FEATURE FOCUS: EXAMS
How do we shape an inclusive onscreen assessment experience?
Naomi Care I
n our final look at the exam system this month, we hear from Professor Bryan
Maddox and Naomi Care of Assessment MicroAnalytics™, who describe their vision for an inclusive onscreen assessment experience designed to enhance the exam experience for learners with SEND.
Professor Bryan Maddox
The Covid-19 pandemic has been a catalyst for change in many areas – not least in terms of how educational assessments are designed and delivered. Spurred on by recent times, some assessment providers and Ofqual are taking the opportunity to explore the possibilities around assessment innovation using technology. In line with this, many schools are already
implementing mock GCSEs on computers for their learners and welcoming the prospect of digital assessment. Indeed, last year, in a Pearson survey of more than 1,000 school leaders and teachers, 51% reported being interested in adopting onscreen assessment now if it were available in their subject area, while 65% said they would be interested within 1 to 4 years. The potential opportunities of onscreen
assessment are many, not only as an alternative means to deliver GCSE and A level exams, but – more crucially – to enhance the exam experience for learners with special educational needs and
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www.education-today.co.uk
disabilities (SEND). Given that almost one in five learners in England have SEND, and/or are receiving additional learning support by way of an Education, Health and Care Plan1, expanding our research in this area is imperative. By building on the possibilities of technology,
providers can create assessments that use engaging items, utilise digital tools and provide new interactive assessment formats. However, it is not yet fully understood how the transition to digital assessment will affect students with SEND, or the opportunities and challenges ahead. That's why Pearson approached us to work
with them on further exploring and evaluating the accessibility and experience of onscreen assessment with a small sample of UK secondary students with a variety of SEND and additional needs. The results highlighted numerous benefits but also brought to light the changes needed to make this form of assessment truly inclusive. Historically, there has been a significant
attainment gap between students with SEND and their peers2. When it comes to assessment specifically, students with SEND may not always receive the adjustments and support they need to adequately demonstrate their skills. Many have conditions that make it very difficult for them to concentrate in large exam halls, or to handwrite answers at speed, or trigger stress-related
May 2022
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