For information on assessment for children in mainstream pre-compulsory, primary, lower secondary and upper secondary education respectively, see sections 6.1, 6.2, 6.3 and 6.4 of the Scotland mainstream archive.
Although there are national guidelines on performance and assessment criteria and appropriate assessment instruments, students with additional support needs (ASN), in special or mainstream schools, are not necessarily subject to this system. The Scottish Qualifications Authority (SQA) encourages alternative approaches to assessment where appropriate, and offers guidelines on the implementation of such measures.1 See the sub-sections which follow fur further information.
School performance data
Many education authorities collect and analyse school performance data with a view to identifying and evaluating:
Continuous assessment
Continuous, formative assessment of students with additional support needs (ASN) aims to measure and record student achievement to date, and to ensure that the education being provided is appropriate to individual need.1
Standardised testing
Dependent on the nature of individual student need, standardised tests may be taken by some students with ASN. An important outcome of these assessments for some is the record of needs.1
Future needs assessment
The future needs assessment procedure is an important step in identifying provision for young people with a record of needs when they leave school. In recent years the opportunities for young people with a record of needs within further education have greatly improved and further education colleges have been encouraged to provide better support and guidance.1 See sections 6.5.3 and 6.5.4 for further information on future needs assessment.
See sections 6.1.2, 6.2.2, 6.3.2 and 6.4.2 of the mainstream Scotland Archive in addition.
General
In view of the fact that the aim of provision for students with special needs is to ensure that the education provided is appropriate to meet students’ particular individual needs, all students within special provision are continually assessed; that is, assessment is usually continuous and formative.1
Future needs assessment
For all students with additional support needs (ASN), an assessment is carried out at age 14; this ‘future needs assessment procedure’, which is carried out on a multi-disciplinary basis with advice from psychological, medical and social services personnel and employers, considers the future of the child beyond school. See section 6.5.4 for further information.1
Standardised testing
Dependent on the nature of individual student need, standardised tests may be taken by some students with ASN. An important outcome of these assessments for some is the record of needs. 1
Certification/qualifications
At secondary school level, students with ASN are encouraged to go forward for certification at 'standard grade' (see section 6.3 of the mainstream Scotland Archive). Provision is also made by the Scottish Qualifications Authority (SQA) to enable all those with ASN to follow the framework of national qualifications in schools and in further education colleges. (See section 6. for further information on the Scottish Credit and Qualifications Framework, SCQF.) Special arrangements may be made to enable students with ASN to cope with examination conditions (see section 6.5.5 for further information).1
Students for whom English is an additional language
Children for whom English is an additional language are expected to attempt reading tests only when they have attained the targets for level A and beyond in the normal way, independent of any special support (see section 6.2.6 of the mainstream Scotland Archive for details of the various levels expected to be attained by children of specific age groups). Similarly, such students are expected to attempt mathematics assessments as they attain the targets at a particular level and, in doing so, should be given the same language support as they would receive under regular classroom conditions. 1
See section 6.5.5 for information regarding special arrangements made to enable students with ASN to participate in the above forms of assessment.
General
Whilst there is specific guidance on performance and assessment criteria and assessment instruments, the Scottish Qualifications Authority (SQA) encourages centres to use alternative approaches to assessment to match the particular circumstances of certain candidates. These include assessment on demand, the development of portfolio evidence of prior learning and adaptations to standard assessment instruments - this particular approach is called a ‘special assessment arrangement’ (see section 6.5.5). Despite this flexibility however, all candidates on a given course must be assessed against the published assessment criteria which state the standards for the units of that course. 1
Centres which implement alternative approaches to assessment are expected to ensure that candidates are able to provide adequate evidence for the award. For internal assessment, the use of alternative assessment is subject to the quality assurance of external modification. Alternative arrangements for external assessment can only be implemented with the explicit approval of SQA. 1
Future needs assessment
Education authorities are required to make a report on the provision that would benefit a child after he or she leaves school. This involves a number of agencies including careers services, colleges of further education, universities, the employment services, voluntary agencies offering specialised training, social work services and health authorities. This process is known as the future needs assessment procedure. 1
Special assessment arrangements
When taking national assessments, students with additional support needs (ASN) are generally given similar support to that which they would be given in the classroom for individual work. For example, they may be given extra time to complete the assessment, assistance with reading the questions, a scribe to record the answers or enlarged print versions of the assessment. Through collaboration with the headteacher or principal teacher, the class or subject teacher usually decides on the appropriate type of support needed.1
Whilst it is important that any such special arrangements cater for the needs of the individual, these should be no more than necessary. For example, in a reading test, students may not be permitted to have the passage read to them, as the test is an assessment of reading comprehension and not listening. 1
People with disabilities who are able to meet national standards in their areas of learning can expect to be given the opportunity to gain national standard qualifications. In such cases, special assessment arrangements can be made to enable candidates to achieve their full potential. (http://www.sqa.org.uk/files_ccc/TG1-4_Broadcast_Art.pdf)
If the candidate has the ability to meet the requirements of the assessment but is unable to do so in the conventional way, then the subject or class teacher is responsible for putting forward a proposal for an alternative form of assessment which is developed through consultation with other support staff. This then has to be approved by the SQA. (http://www.sqa.org.uk/files_ccc/specassess_arrange_sep_2003.pdf)
Due to a rise in the demand for special assessment arrangements, the Scottish Qualifications Authority (SQA) has undertaken a major rethink of the nature of such arrangements. A revised version of the publication "Guidance on Special Assessment Arrangements" has been produced (September 2003)16, which attempts to better illustrate the kinds of difficulty which may be experienced by candidates with additional support needs (ASN) and ways in which these may be countered. The guide outlines a model for managing special assessment arrangements which reflects good practice found in centres. This identifies four stages in meeting the assessment needs of candidates and identifying appropriate alternative assessment. The four stages involve:
This model seeks to encourage dialogue between staff who may act as advocates for the candidate and those responsible for ensuring consistency and compliance with national standards.1
In addition to these arrangements, in 2003 SQA implemented arrangements which allow deaf candidates to use sign language in external assessments.1
See sections 6.1.6, 6.2.6, 6.3.6 and 6.4.6 of the mainstream Scotland Archive.
See 6.5.2.
See sections 6.1.7, 6.2.7, 6.3.7 and 6.4.7 of the mainstream Scotland Archive in addition.
Individual primary, secondary and special schools record achievements in reading, writing and mathematics in relation to the levels of attainment in the 5-14 curriculum (see section 6.2.6 of the mainstream Scotland Archive) and in relation to the achievement of targets within individualised educational programmes (IEPs). 17
NO INFORMATION AVAILABLE AT PRESENT.