Assessment in the secondary phase

The needs of students at this stage should be well-documented so that assessments are relevant to individual interests, strengths and abilities. Allow some flexibility for additional needs – extending the time limit and use of word processing or communication aids, for example.

Some students may have a personal or teaching assistant to support them during practical assessments or who can read out questions or transcribe.

In all situations, arrangements for assessment and reporting should be discussed with the student and their learning support team so that any concerns or frustrations can be dealt with early on.