Assessments

Reasonable adjustments involving documents

  • Coloured overlays.
  • Exam papers on coloured paper, for example pale yellow, cream, salmon pink or grey.
  • Exam papers in larger or non-serif font.
  • Single side papers.
  • Larger size papers or exam sheets.
  • Instructions in written form.
  • Reasonable adjustments through allowances
  • Extra time in written or oral exams.
  • Additional reading time to view exam paper.
  • Breaks permitted in exams for example for rest or toilet breaks.
  • Permitted to use eat, drink or use insulin, medication, eye drops or inhaler.
  • Extensions to individual assessment deadlines.
  • No penalty for poor spelling, grammar, punctuation, syntax or structure where the meaning is clear.

Reasonable adjustments through equipment

  • Computers for exams or in-course assessments.
  • Spellchecker.
  • A3 optical mark reader for MCQs or slides (the marks then transposed onto A4 sheets for marking).
  • Special lighting.
  • Desk with extra space.
  • Writing slope.
  • Supportive furniture or cushion or lumbar support.

Reasonable adjustments relating to locations

  • Private rooms or separate supervision, for example so questions can be read aloud.
  • A smaller, separate venue.
  • Seat near the door to allow student to have toilet breaks.
  • Seat at the front or the back of the examination room.

Other reasonable adjustments to written exams

  • A scribe.
  • A reader.
  • Scrap paper available.
  • Student circles answer on question paper and after the exam has finished sits with a member of staff who completes the optical mark sheet with them.
  • Gap of at least two hours between exams.
  • Scheduling so that student did not take two exams in one day.
  • Visual prompts given to signal the start and end of exams.
  • Oral instructions given individually.

Reasonable adjustments for practical assessments such as OSCEs

  • Chairs.
  • Gloves.
  • Ear defenders.
  • Sphygmomanometer with a red flipper valve for a blood pressure station.
  • Amplified stethoscope.
  • Student permitted to summarise verbally at the end of each station.
  • Student permitted to use an agreed alternative word or expression.
  • Student permitted to write down a word if unable to verbalise it.
  • Extra question reading time.
  • Paper copies of the instructions for each station.
  • Extra time at station assessments that do not directly replicate clinical practice.
  • Student individually timed at each station once they had entered that station.
  • Physical stations in OSCE to be followed by a rest station or placed at the end of the exam.
  • Where OSCEs are being held at more than one location, efforts made to place candidates at the site which is easiest to navigate.
  • Allocation to a specific morning or afternoon slot.
  • Face to face interaction ensured with student positioned suitably for all sessions.
  • A reader.
  • A 'competent other' provided in the station who could be instructed by the student in conducting the resuscitation task.
  • Additional practice sessions and support given prior to the OSCE.
  • Timing of OSCE exams to earlier rather than later in the day.
  • Individual circuit for OSCE assessments.
  • OSCE stations made more accessible, for example a resuscitation manikin placed on a couch.
  • Examiners briefed about individual doctor in training requirements.
  • A signer entering the assessment cubicle with the student to place a microphone on the mannequin while the student reads the instructions.

Other reasonable adjustments to assessments and examinations

  • Appropriate timing during the day.
  • Flexibility in ways of enabling students to answer, such as: an oral rather than written assessment; a written exam, extended essay, or Powerpoint presentation rather than a verbal presentation.
  • Partial retakes and deferred exams for those with illness.
  • Extension of the registration and completion period for royal college examinations.