Exams and Access Arrangements
Don’t forget your bible for this is the orange book from JCQ. (OK it’s not orange anymore as they don’t provide a print version, but most of us have a library of the different shades and it will forever be known as the orange book!)
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Supporting all students in exams with Read&Write
A JCQ approved computer reader
Exam time can be a stressful period for any student, but especially for students who struggle with reading and writing. Read&Write can be used as a computer reader in exams, in line with JCQ regulations. This allows students with appropriate access arrangements to sit their exams independently.
The easy-to-use Exam Mode is fully customisable to each student's needs, and helps them:
To sit exams with confidence without the need for a human reader
Use the approved features they need to reach their full potential, like Text-to-Speech and Screen Masking
To be able to access exam content at the same time as their peers
Read&Write in exams is also ideal for boosting students’ confidence and significantly reduces the costs associated with using a Human Reader. Its easy-to-use exam mode means it’s ready instantly and with inbuilt scanning, every exam paper is accessible in seconds. Plus, don’t forget that Read&Write can be used all year round with its full set of features for SEND students, so when exams come around, it's their normal way of working.
Hear how Cardiff and Vale College have used Read&Write for exams and assessment.
To try Read&Write and explore how it can support you and your SEN students in exams, visit: https://text.help/read-and-write-for-exams
The guidance is updated yearly and you can’t move onto the new guidance until the stipulated start date…
Bookmark the link above. It is your go-to for anything exams and access arrangements related.
I find the Ann Arbor Publications website reasonably priced for assessment materials, they stick to the rules about who can/cannot purchase/use them and they have a really useful grid of what can be used for each area of assessment.
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