Update on
Awarding
Extra Time
Anwen Jones
SpLD Specialist
Disability Advisory
Service
The University of
Oxford
Headlines ….
SENCO
Centre
policy
Teacher
OfQual
EP / ST
Parent
Candidate
JCQ /
Exam
Board
Aim of AA is to allow access to all
without conferring unfair advantage
Equality Act 2010
• Reasonable adjustment
• Impact is substantial and long-term
Interpreting guidance
 Who is eligible for an arrangement?
 Those with or without a formal disability /
diagnosis
 What is reasonable?
 Set out in JCQ guidance
 Define substantial and long-term?
 Not minor or trivial – evidenced through
standardised tests and school-based data.
Being dyslexic is not enough
 Painting a picture of need – balance is the key
Quantitative
Qualitative
Quantitative: Speed of Working?
<85
Speed of Working
 Reading Speed (Continuous text preferably)
 Writing Speed (Free writing speed – not sentence completion)
 Cognitive Processing Speed
 Working memory
 Rapid naming
 Phonological awareness
 Visual processing speed
 Visual / motor integration
Quantitative evidence &
exceptional circumstances
<85
85 - 89
90+
•Vast majority of cases of ET
• Exceptional cases
•Very rare and exceptional
Qualitative Evidence: Balance
84 or less
85-89
90+
• Normal way of working
• Normal way of working plus..
• Multiple scores / more evidence of need
• All the above plus formal evidence of disability
FAQ?
 When to assess?
 Regulations have not changed – best practice
recommendations have changed
 Who can assess? Who needs to register ?
 Specialist Assessors / Everyone without an APC
 What paperwork do they need to complete?
 Form 8 / Centre equivalent .... With some
exceptions for in-house professionals
Impact on Centre:
Assessing for extra time is difficult!
 Resources
 Specialist Staff
 Test materials – up-to-date
 Time
 Monitoring and review procedures
SpLD Assessment Standards Committee
http://www.sasc.org.uk/
Guidance on SpLD Diagnostic Assessments
http://www.ox.ac.uk/students/shw/das/
Questions?