for university students with disabilities a guide for academic staff
Contents | Part A | Part B | Part C | Part D | Graphics Version
alternative assessment strategies
'Alternative assessment' refers to any alteration to the standard form of assessment in order to accommodate a student's disability; for example, alterations to the form of examinations and assignments, or to the conditions relating to exams and assignments.
The objective is to accommodate the student's learning differences, while maintaining academic requirements and standards.
Types of disability and related alternative assessment
Some broad types of disabilities are associated with functional difficulties that make an alternative assessment strategy desirable. For example:
- CFS–chronic fatigue syndrome (or ME - myalgic encephalomyelitis)
- chronic pain
- deaf or hearing impairment
- learning disability
- medical condition
- overuse injury
- physical disability
- mental illness
- speech impairment
- vision impairment (blind and low vision).
Possible forms of assessment variation
- Method of assessment. For example, assignments instead of examinations; short answer examination instead of multiple choice examination; different styles of assessment with question and response modalities in the form of audiotaped or videotaped material instead of written answers.
- Procedures for conducting the assessment. For example, additional time in exams or extension of deadlines for assignments; use of a separate venue or alternative date or time of examination.
- There is no formula or set of hard and fast rules that can be applied when determining what is 'reasonable'. Students are individuals and the nature of their disabilities will be different. These will need to be weighed up against the range of skill competencies required in the course in order to find solutions that are acceptable to both students and academics.
Associated functional difficulties for these disabilities might include:
- impaired concentration;
- lower endurance for writing and/or reduced writing speed;
- inability to maintain writing posture during the period of the examination;
- inability to access information delivered orally;
- restricted auditory input;
- problems accessing information that is in written/print form;
- unable to express knowledge in written form;
- difficulties with numbers and numerical concepts;
- inability to write using a pen;
- involuntary head movements interfering with ability to read standard size printing;
- unable to manipulate immediate environment (e.g. turn page, insert computer disks);
- extreme examination-related stress;
- inability to communicate orally;
- reduced speech speed, or stuttering, or speech that is hard to understand;
- inability to see own handwriting when answering questions.
Key principles in modifying assessment
Modifications should:
1. Be negotiated by the student and academic staff
Some universities have Faculty or Academic Liaison Officers who are the chief point of contact with the student. (see p.00). Disability Officers can also assist and will ensure the student's point of view is heard.
In the same way that assessment can be structured differently, learning by students with a disability can also be measured in a variety of ways, and all staff are encouraged to consider alternatives in the light of whatever assessment practices currently exist within their own courses.
2. Consider the individual student's needs
Questions that may need to be answered are:
- What is the nature of the disability?
- If recent, what was the student's experience before onset of the disability?
- In what way is the student's functioning limited by the disability?
- How can these limitations be eliminated or minimised?
- What specific equipment or personnel assistance generally is used by the student to facilitate study and minimise disadvantage resulting from the disability?
- What adjustments are reasonable in relation to the validity, reliability and practicality of alternative assessment strategies?
- What adjustments are fair in relation to maintaining the integrity of academic standards?
Every effort must be made to respect the student's dignity and privacy while considering these issues. The student with the disability is the 'expert' about their disability and how it affects them in a learning situation.
3. Maintain the integrity of academic standards
While the student's preference for a particular adjustment should be considered, a suitable alternative may be negotiated.
Examples of alternative assessment strategies have been trialled by universities throughout Australia and overseas. They have been included under specific disabilities in ‘Adjustments for Students with Disabilities' in part C.
What if the student fails the alternative assessment?
It is possible that despite adjustments being made, the student with a disability may not pass an examination or assignment. Like any other student, this student may not have mastered the course material to the necessary standard, and this would mean that a fail grade was appropriate.
The search for best practice is ongoing.