equality in assessment julie swan associate director, regulatory policy and vocational qualification...
TRANSCRIPT
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Equality in assessment
Julie SwanAssociate Director, Regulatory Policy and VocationalQualification Policy
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Aims of the session
To highlight: the links between equality & accessibility and validity the issues to be considered at each stage of the qualification lifecycle your legal and regulatory obligations with respect to equality and the
accessibility of your qualification
And to get a sense of: current practice the need for further guidance
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Validity
Well designed assessments will differentiate between learners who have the knowledge, skills and understanding the qualification is intended to recognise and those who do not
They will not differentiate on other factors
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The starting point
Clear learning outcomes
That are all necessary for the qualification’s purpose
So any barriers are justifiable
In line with General Condition of Recognition, Condition D2
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Assessment
Valid assessments will:
use appropriate language and stimulus materials (General Condition of Recognition, Condition G3)
differentiate on relevant factors only
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Protected characteristics
Age Disability Gender reassignment Marriage and civil partnership Pregnancy and maternity Religion or belief Sex Sexual orientation In Northern Ireland also political opinion and those with dependents
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Examples of potentially unjustifiable barriers in assessments
Use of unnecessarily complex language Use of diagrams or pictures that are distracting or are hard to see Tasks that disadvantage learners who have not had particular experiences,
where these are not relevant to the knowledge, skills and understanding being assessed
Assessments of skills that are not relevant to the learning outcomes Requirements to demonstrate skills in contexts that are not essential for the
qualification
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Reasonable adjustments
Awarding organisations are subject to a legal duty to make reasonable adjustments for disabled learners (some exceptions for some general qualifications)
A person is disabled if:• they have a physical or mental impairment • the impairment has a substantial and long-term adverse effect on their
ability to carry out normal day-to-day activities (the Equality Act 2010) Reasonable adjustments are made to remove or reduce the disadvantage
caused by the disability that would otherwise arise The cost of making the adjustment cannot be recovered from the disabled
person
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Competence standards
The application by a qualifications body of a competence standard to a disabled person is not disability discrimination if it is a proportionate means to achieve a legitimate aim
A competence standard is an academic, medical or other standard applied for the purpose of determining whether or not a person has a particular level of competence or ability
Reasonable adjustments are made to how the essential knowledge, skills and understanding are assessed, not to what is assessed
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Typical reasonable adjustments
Large font
Extra time
Use of British Sign Language
Electronic rather than paper and vice versa
But there is no definitive list – each request must be considered
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Arrangements with centres
Condition C2
Agreements with centres must:
“Require the Centre to undertake delivery of the qualification required by the awarding organisation in accordance with Equalities Law.”
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Discussion
How do you identify and remove any unjustifiable barriers at qualification-design stage?
How do you monitor for such barriers?
How would you respond to the requests for reasonable adjustments and other issues on your tables?
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Sources of information
Fair access by design published by CEA Regulation and Qualifications Wales http://ccea.org.uk/sites/default/files/docs/accreditation/compliance/fair_access_by_design_june_2015.pdf
Guidance: modification and production of papers for visually impaired students http://www.rnib.org.uk/sites/default/files/exam_best_practice_guidance_2012-13_0.doc
EHRC guidance for further and higher education providershttp://www.equalityhumanrights.com/private-and-public-sector-guidance/education-providers/higher-education-providers-guidance
UK Association for Accessible Formatshttp://www.ukaaf.org/exams-modification-best-practice/
Draft Ofqual guidance, out for consultationhttps://www.gov.uk/government/consultations/ofqual-consultation-on-new-statutory-guidance