New language accessibility guidance
We want to make sure that the exams and assessments we regulate give all pupils the fairest opportunity to show what they know, understand and can do. Some pupils may not understand some of the words or phrases used in an exam or assessment. This could be because English is not their first language or they have a learning disability. However, they may be able to carry out a task and show their skills if a question is asked in another way.
We did some research on exams and assessments with subject experts and we produced reports and some guidance, which can be downloaded below.
Language Accessibility Research Reports:
– Research Background: Monitoring Access to National Curriculum Assessments (2012)
– Research Background: Guidance on the Principles of Language Accessibility in National Curriculum Assessments (2012)
These reports explain what we found when we looked at the design and wording of exams and assessments.
Language Accessibility Guidance:
– Guidance on Monitoring Access to National Curriculum Assessments (2012)
– Guidance on the Principles of Language Accessibility in National Curriculum Assessments (2012)
This guidance is aimed at test designers, teachers, teaching agencies, and others involved in educating pupils with special and additional support needs.
Consultation on ESOL regulations
Our consultation on English for Speakers of Other Languages (ESOL) qualifications and the regulations that govern them continues until 3rd December.
It is our responsibility to ensure that qualifications are secure, fit for purpose and suitably meet the needs of a range of learners. We are looking at ESOL qualifications because their role has changed significantly in recent years to include factors such as immigration and the right to reside in the UK.