Access Arrangements
A 'standalone' access arrangements assessment is carried out purely for the purpose of gathering assessment evidence for the particular access arrangements (usually 25% extra time, a scribe or a reader) that a learner requires. The assessment looks at speed of working in reading, writing and processing information. It aims to determine whether the difficulties a learner experiences when working in the classroom and when placed under timed conditions are having a substantial impact on their ability to show what they know in tests and formal examinations.
An access arrangement assessment must be carried out no earlier than Year 9 and in accordance with the regulations set out by the Joint Council for Qualifications (JCQ).
If you require a 'stand-alone' assessment for Access Arrangements, I will work with your child's school to collect background information on the difficulties your child experiences in school. This is a legal requirement and will guide the decision about which assessments to administer for the particular access arrangements your child needs.
Diagnostic assessments
& access arrangements
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An access arrangement assessment will include fewer tests than would be included in a diagnostic assessment. The assessor needs only to select those tests that are necessary to show the difficulties experienced by the candidate (guided by the centre evidence)
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An assessment in the context of access arrangements does not require diagnosis of a SpLD — just confirmation that a difficulty in learning exists: specifically, a difficulty that affects performance in examinations and assessments.
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An access arrangement assessment cannot diagnose dyslexia. It is used for the sole purpose of determining whether reasonable adjustments need to be put in place to support the learner in tests and examinations, including mock exams.
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A diagnostic assessment lasts a lifetime. This type of assessment is required to support an application for the Disabled Students Allowance (DSA) in Higher Education.