DASS Exam Support Explanations
Amanuensis with 50% extra time: if a student is recommended to use an amanuensis (scribe), then they will be given 50% extra time as well because of the time it takes to dictate work in this fashion. However, these students are NOT permitted to just use the 50% extra time if they decide they don’t want to use the scribe (unless the support plan explicitly states this).
Equipment PC/Possible PC: the student should be permitted to write their exam on a computer. Possible PC means that you will need to check with the student before each assessment to see if they want to use a PC or not. It may not be appropriate for students to use PCs for all their exams, and in some cases students may handwrite part of their exam and type the rest. They should always be provided with paper as well as a PC in case they choose to change.
Schools will need to provide a PC to the student which is not connected to the internet, has no information saved on it that could assist the student and in all other ways ensures that the assessment is robust.
Extra time: as mentioned above, this is only provided for timed, written exams unless otherwise stated. If 50% extra time + amanuensis is recommended, please ensure you read the Amanuensis section above.
Invigilator aware – see note: you should ensure that the information on the note (which will be in the important information section of the student’s support plan) is passed to the invigilator
No alternative arrangements: no exam adjustments have been identified as being required and none should be put into place.
No examinations: the student has informed us that they have no examinations – no exam support should be put in place, but if they do have timed, written examinations and need support please advise them to DASS caseworker for your School
Reader: the student will be able to ask the invigilator to read the exam question paper or read back the work they’ve written. The student cannot ask questions about the content or ask for interpretations from this person.
Rest breaks: students can ask the invigilator to ‘stop the clock’ and take a break when needed. The student is not allowed to have access to their exam paper or write anything down during a rest break. The invigilator should keep a careful note of the timings of the rest breaks to ensure that the student only receives the agreed working time. The exam should only restart once the student tells the invigilator they’re ready. Rest breaks of a reasonable time and frequency can be taken. The invigilator should explain the arrangements for taking rest breaks at the start of the exam. If you experience any difficulties with this, or feel that unreasonable breaks are being taken, please contact the DASS caseworker for your School to discuss. These cannot be used to visit the toilet unless explicitly stated.
Rest breaks to visit the toilet: As above but only to visit the toilet and not for any other reason unless this is also included in the support plan.
Stickers: Some students with specific learning difficulties, Autistic Spectrum Disorder (ASD) or who are pre-lingually deaf may be able to put stickers on their exam scripts to bring this to the attention of the marker. Use of these stickers is voluntary, and students can collect themn from the DASS reception by bringing along their student card. DASS reminds students about this before each exam period. Please note that stickers cannot be used for coursework.
To be assessed by DASS: The student has registered with DASS but has not yet had their support plan meeting. Exam support should not be put into place.
Varies – please check with DASS: Usually the variable options will be listed in the student’s support plan. The variability usually refers to either the type of exam being taken (long essays versus multiple choice for example) or changes in the student’s condition. If the variability relates to student choice, you should contact the student before the exam to ask which type of support they want to use (as listed in the important note). Once they have decided, this should be put in place in the usual way.
For example, the support plan might state:
Either:
25% extra time
Use of computer to type answers
Location Do not timetable in main exam rooms
Stickers to indicate dyslexia
Or:
50% extra time
Amanuensis
Location separate
Stickers to indicate dyslexia
Location Explanations:
Location small group – the student should be placed in a location of no more than about 5-6 students for their assessment
Location – do not timetable in main exam room – students who need to be in a different exam room e.g. because they use rest breaks etc. will be given this location
Location – extra time rooms – all students with 25% extra time will be given this location
Location – separate – the student will require a room of their own with an invigilator.
Location - PC cluster - the student should have access to a PC for their exam. (See equipment PC above)
DASS Exam Support Explanations
Amanuensis with 50% extra time: if a student is recommended to use an amanuensis (scribe), then they will be given 50% extra time as well because of the time it takes to dictate work in this fashion. However, these students are NOT permitted to just use the 50% extra time if they decide they don’t want to use the scribe (unless the support plan explicitly states this).
Equipment PC/Possible PC: the student should be permitted to write their exam on a computer. Possible PC means that you will need to check with the student before each assessment to see if they want to use a PC or not. It may not be appropriate for students to use PCs for all their exams, and in some cases students may handwrite part of their exam and type the rest. They should always be provided with paper as well as a PC in case they choose to change.
Schools will need to provide a PC to the student which is not connected to the internet, has no information saved on it that could assist the student and in all other ways ensures that the assessment is robust.
Extra time: as mentioned above, this is only provided for timed, written exams unless otherwise stated. If 50% extra time + amanuensis is recommended, please ensure you read the Amanuensis section above.
Invigilator aware – see note: you should ensure that the information on the note (which will be in the important information section of the student’s support plan) is passed to the invigilator
No alternative arrangements: no exam adjustments have been identified as being required and none should be put into place.
No examinations: the student has informed us that they have no examinations – no exam support should be put in place, but if they do have timed, written examinations and need support please advise them to DASS caseworker for your School
Reader: the student will be able to ask the invigilator to read the exam question paper or read back the work they’ve written. The student cannot ask questions about the content or ask for interpretations from this person.
Rest breaks: students can ask the invigilator to ‘stop the clock’ and take a break when needed. The student is not allowed to have access to their exam paper or write anything down during a rest break. The invigilator should keep a careful note of the timings of the rest breaks to ensure that the student only receives the agreed working time. The exam should only restart once the student tells the invigilator they’re ready. Rest breaks of a reasonable time and frequency can be taken. The invigilator should explain the arrangements for taking rest breaks at the start of the exam. If you experience any difficulties with this, or feel that unreasonable breaks are being taken, please contact the DASS caseworker for your School to discuss. These cannot be used to visit the toilet unless explicitly stated.
Rest breaks to visit the toilet: As above but only to visit the toilet and not for any other reason unless this is also included in the support plan.
Stickers: Some students with specific learning difficulties, Autistic Spectrum Disorder (ASD) or who are pre-lingually deaf may be able to put stickers on their exam scripts to bring this to the attention of the marker. Use of these stickers is voluntary, and students can collect themn from the DASS reception by bringing along their student card. DASS reminds students about this before each exam period. Please note that stickers cannot be used for coursework.
To be assessed by DASS: The student has registered with DASS but has not yet had their support plan meeting. Exam support should not be put into place.
Varies – please check with DASS: Usually the variable options will be listed in the student’s support plan. The variability usually refers to either the type of exam being taken (long essays versus multiple choice for example) or changes in the student’s condition. If the variability relates to student choice, you should contact the student before the exam to ask which type of support they want to use (as listed in the important note). Once they have decided, this should be put in place in the usual way.
For example, the support plan might state:
Either:
25% extra time
Use of computer to type answers
Location Do not timetable in main exam rooms
Stickers to indicate dyslexia
Or:
50% extra time
Amanuensis
Location separate
Stickers to indicate dyslexia
Location Explanations:
Location small group – the student should be placed in a location of no more than about 5-6 students for their assessment
Location – do not timetable in main exam room – students who need to be in a different exam room e.g. because they use rest breaks etc. will be given this location
Location – extra time rooms – all students with 25% extra time will be given this location
Location – separate – the student will require a room of their own with an invigilator.
Location - PC cluster - the student should have access to a PC for their exam. (See equipment PC above)