Reasonable Adjustment

At times students may require adjustment to assessment (for example students with a physical disability). By applying reasonable adjustment, aiming to respect the student’s learning needs, whilst delivering quality training, and promote access and equity consistently to all students ensures a fair and reasonable assessment and work judged on merit, demonstrating no victimisation nor discrimination.

Sometimes, it may be necessary to:

• vary procedures for conducting assessment (e.g. allow extra time for assessments);
• change the method of assessment (e.g. give verbal instructions rather than written); and
• provide assistive technology, copyists, readers, and other support in examinations.

Students presenting with barriers to regular assessment techniques will require individual judgement of their capabilities (e.g. a student with a sight impairment may be assessed differently to a student with a full range of issues). The procedure for allowing for reasonable adjustment will therefore differ from case to case. The following information is presented to enable trainers and assessors to make a fair, valid and reliable decision when applying reasonable adjustment.

Examples of barriers where reasonable adjustment may be applied include:

• English as a second language
• Language, literacy or numeracy needs
• Sensory diminished capacity
• Physical or intellectual disabilities
• Computer literacy

Modification or adjustments may be made to the:

• Learning materials and methods suitable to the student
• Physical environment and equipment
• Alternative assessment conditions
• Modification of unit-related learning activities
• Evidence gathering techniques
• Extension of submission dates for assignments
• Other modification of assessment procedures
• Use of support service, eg. Interpreters

Diversitat ensures that these alternative assessment methods are valid, fair, flexible and reliable. Some examples include;

• oral presentations
• additional assignments and course work
• dot-point assignments marked for content, rather than for structure (where applicable)
• multiple-choice questions (where applicable)
• practical demonstrations or production of models or displays
• class presentations or role plays
• alternative or supplementary assignments such as taped interviews, slide presentations, photographic essays, etc.
• a combination of any of the above

Note: Reasonable adjustment cannot be considered where a certain performance criteria requires a certain assessment method, e.g. if a student is specifically required to write a formal business tender, an oral version would not be evidence of competency.