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CONTENTS

Section 1:
Introduction

Section 2:
Strategies

Section 3:
The Law

Section 4:
Rights and Responsibilities

Section 5: Code
of Practice

Section 6:
Who can Assist?

Appendix A:
Examples

Appendix B: Appropriate
Language and Behaviour

Appendix C:
Fact Sheets

Bibliography

References

Tasmanian Organisations

Acknowledge-
ments

 

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Suggested inclusive assessment guidelines for students with disabilities in Vocational Education and Training

This Fact Sheet is available in PDF Format. To Access and download this version click here.

 
  • Invite students to approach you at the commencement of your course to discuss any specific needs they may have.
    •
  • Be proactive in forming a relationship with fosters trust and encourages clear and timely communication.
  • In consultation with the individual student, determine:
    •
    1. in what way the student’s functioning is limited by the disability?
    2. how these limitations can be eliminated or minimised?
      3.

Give consideration to:
  • The nature and onset of the disability.
  • The type of assessment to be undertaken.
  • The nature of the course/subject.
  • The student’s usual work methods.
  • The specific type of alternative assessment.
    •

 With careful consideration of the core competencies, are there alternative ways for the student to demonstrate the essential knowledge and skills required?

  • In deciding appropriate modifications to assessment strategies consider:
    •

a) What adjustments are reasonable in relation to the validity, reliability and practicality of alternative assessment methods?

b) What adjustments are fair in relation to maintaining the integrity of the assessment process?

Teachers who lower their standards to "help" the student with a disability are inadvertently presenting as much of a barrier to the student reaching his/her potential as the teacher who refuses to negotiate any assessment alternatives.

 

If you require any assistance in this process, please seek advice from:

TAFE Tasmania:

Disability Liaison Officers/Student Services Staff

South Ph. 6233 7347
North Ph. 6336 2702
North West Ph. 6434 5804

Other Providers of VET:

Access and Equity
Ph. (03) 6233 4570
Office of Vocational Education and Training (OVET)

COMPETENCY BASED TRAINING AND ASSESSMENT

The Competency Based Training system allows for a flexible approach to learning, one that is able to take into account the needs of individual learners. This flexibility also needs to be demonstrated in the assessment process.

"Assessment should provide fair and equitable opportunities for all learners to demonstrate competency at the standard expressed in the learning outcomes and assessment criteria." (ANTA, ResponseAbility Kit, 1994)

"Disability in some instances may preclude the demonstration of all elements of the required competency. Where this does not unduly affect performance in workplaces with a broad range of tasks, the practice for assessing competencies should not impede the recognition of abilities." (FlexAbility, 1992)

"National competency based curricula usually indicate how competencies can be assessed. For example, written tests may already have been developed. However, it is important to keep in mind that competencies can be demonstrated in a number of different ways. It is possible to alter the written tests or other assessments suggested, to take account of the needs of a particular student group or individual." (W.A. Dept of Training)

National Code of Practice for Australian Tertiary Institutions

With regard to academic assessment practices, the National Code of Practice outlines the following:

Minimum Standard:

G3 Institutions implement policies and practices that address reasonable adjustments to academic assessment provisions for students with disabilities.

Operating Guidelines:

G3.1 Staff make reasonable adjustments to assessment by varying:

a. procedures for conducting the assessment

Examples of Good Practice

Additional time in examinations or extended deadline for assignments; use of a separate venue or alternative date or time of examination.

b. the method of assessment

Assignments instead of examination; short answer examination instead of multiple choice examination; different styles of assessment which vary question and response modalities (eg. audiotaped or videotaped instead of written answers).

G3.2 Steps are taken to ensure that the provision of reasonable adjustments does not compromise the integrity of the assessment process.

Source: O’Connor, B. et al. "Students with Disabilities: Code of Practice for Australian Tertiary Institutions", pages 17-18.

 

tick_lrg.gif (2826 bytes)GOOD PRACTICE

at TAFE Tasmania:

A student with an intellectual disability undertaking a Certificate course, experienced some difficulties with time management/organisational skills, note taking and assignment writing.

The Program Manager initiated a meeting with the student, her advocate and the Disability Liaison Officer to collectively organise a number of assistive strategies.

Here’s what they did:

  • Assisted the student to reorganise and colour code the materials in her study folder, presenting each module in a different colour and separating materials into sections.
  • At the beginning of each module, the student was to be given a copy of the learning outcomes. She was then responsible for making an appointment with the particular teacher of that subject to discuss how these learning outcomes could be assessed.
  • The process of assessment was adjusted to enable the student to have learning outcomes assessed individually on a progressive basis rather than simultaneously.
  • Methods used included oral instead of written assessments and direct observation of the student’s practices in the work environment.
  • The teachers offered ongoing guidance and support and developed strategies which assisted the student to gain confidence and maintain motivation.
    •

Sources: Rodgers, Nancy and Jordan, Martina "Alternative Assessment for Students With Disabilities" Griffith University, Queensland. 1993

Qld. Dept. of Employment, Vocational Education, Training & Industrial Relations, FlexAbility, Author: 1992

W.A. Dept of Training: A Guide to Atlernative Assessment for Students with Disabilities in TAFE

 

Introduction | Strategies for Inclusive Practice | What The Law Says | Legislative Requirements | Rights and Responsibilities | Code of Practice | Who Can Assist? | Examples of Inclusive Practice | Appropriate Language and Behaviour | Index to Fact Sheet Series | Bibliography | Recommended References | Tasmanian Organisations | Acknowledgements