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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 assessment adjustment guidelines for students with disabilities at the Australian Maritime College

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

 

  • Invite students to approach the Student Support Unit and the Course Co-ordinator prior to the commencement of the course to discuss any specific needs they may have.
  • Be proactive in forming a relationship which fosters trust and encourages clear and timely communication.
  • In consultation with the individual student, determine:
    •
    1. in what way the studentís functioning is limited by the disability;
    2. how these limitations can be eliminated or minimised.

Give consideration to:

  • the nature and onset of the disability
  • the type of assessment to be undertaken
  • the nature of the course/subject
  • the studentís usual work methods
  • the specific type of alternative assessment

With careful consideration of the course objectives, are there alternative ways for the student to acquire and/or demonstrate the acquisition of the essential knowledge and skills?

  • In deciding appropriate modifications to assessment strategies consider:
    •
    1. What adjustments are reasonable in relation to the validity, reliability and practicality of alternative assessment methods?
    2. What adjustments are fair in relation to maintaining the integrity of academic standards?
      3.

Students with disabilities want to achieve success at the same standards applicable to other students. The lowering of standards to assist such students presents as much of a barrier to the students reaching their potential as does the refusal to negotiate the possibility of alternative assessment procedures.

If you require any assistance in this process, please contact the Student Support Unit:

Connell Building MF9
Newnham campus
Ph. (03) 6335 4792
Fax. (03) 6326 6493

 

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. ěStudents with Disabilities: Code of Practice for Australian Tertiary Institutionsî, pages 17-18.

  

tick_lrg.gif (2826 bytes)Good Practice at the AMC ...

  • Staff involved in conducting a certificate-level course which catered for older students, some of whom had learning disability, made the following adjustments:
    •
  • Some units were assessed using both oral and written tests.
  • Written assessments used short-answer type questions, with emphasis on testing factual knowledge, understanding or application of principles.
  • Multiple-choice questions were avoided, as the extra reading disadvantaged those with reading difficulties. Some of the older students, who were generally less familiar with this form of questioning, became confused and were unable to distinguish the fine nuances in wording.
  • Examination papers were printed on one side of the paper only. Under examination pressure, many students missed questions because they failed to look on the back of the sheet. This observation was significant in creating conditions which favoured a fair assessment process.
  • An extremely nervous student undertook the examination in a separate room, under supervision. In all other respects, the process was the same as for the remainder of the class.
    •

 

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