BSL:UPTAKE » Blog Archive » Scoping Study, Part 10 – Specific assessment and access issues: Assessment/examinations

Scoping Study, Part 10 – Specific assessment and access issues: Assessment/examinations

It would be useful to have more exploration of evidence showing the contrast between arrangements made for linguistic access to primary and lower secondary assessments and those made for SQA examinations in upper secondary.

It is hoped that the SQA will address expressed concerns about the recent piloting of the use of computer generated ‘Avatars’ to sign questions for SQA examinations.

Funding for access/support services for deaf students in further education is currently not based on the actual costs of providing individual packages of quality linguistic access and support services. It is suggested that this be reconsidered, particularly in the light of the encouraging Disabled Students Allowance (DSA) developments within the higher education sector.

The linguistic access strategies used by deaf pupils and students may change over time, and may vary between individual teaching and learning situations. It is therefore suggested that the assessment of strategies is seen as an on-going process, open to change and amendment.