Exam papers could avoid using sarcasm, colloquialisms and complex language in questions under new guidance from the regulator to make them as accessible as possible for pupils.
Ofqual has opened up a consultation on producing accessible assessments today for exam boards and other organisations, looking into how exams can be made fairer for pupils with disabilities or from backgrounds that might be a barrier to them understanding what is being asked.
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The regulator says it is subject to the public sector equality duty and it is looking into how pupils could be disadvantaged by “irrelevant features” in exams that might prevent them from demonstrating their full knowledge of a topic. The consultation says these pupils include:
- deaf pupils
- blind pupils
- some pupils on the autism spectrum
- pupils with learning difficulties such as dyslexia
- pupils who are unfamiliar with the cultural context of a task, where tasks assume familiarity with a particular family, cultural or travel experience
- pupils with English as an additional language, who might be less familiar with colloquialisms or customs included in exams.
Some exam boards have told Ofqual they would appreciate more guidance on how to comply with the existing equality rules, and so the regulator is proposing new statutory guidance for boards.
Under the proposed guidance:
- Boards should design exams that directly match the assessment objectives and should avoid complex language in basic maths questions, for example.
- Boards should place more difficult questions towards the end of the exam so that pupils are not demotivated by the start of the paper.
- Exam success criteria should clearly tell pupils what they should do, such as how many tasks to complete or how they should respond to a problem, for example, whether to produce a bar or pie chart.
- Language used should be straightforward, unless the assessment is exploring the understanding of complex language. Statements should use active verbs and avoid the use of abstract nouns such as “brave”. Colloquialisms, metaphors, idioms and sarcasm should also be avoided.
- Simple sentences with one clause should be used.
- Avoid “incidental” sources or images that are not essential to the assessment.
- Sources should not use colloquialisms or idioms unless this is a feature of the assessment. They should not relate “disproportionately” to a particular socioeconomic background.
- “Contexts [used in exams] such as those related to particular types of housing, family arrangements, or social, travel or cultural experiences may advantage or disadvantage particular groups [of pupils],” the consultation guidance says.
- Exams must also not use “unnecessary negative, narrow or stereotypical representations of particular groups”.
- Use the clearest images and graphs. A line drawing, for example, may be more accessible than a photograph.
Ofqual chief regulator Jo Saxton said: “The best interests of students are the compass that guides us.
“We regulate so that assessments enable every student to demonstrate what they know, understand and can do - without unnecessary barriers. It is crucial that assessments are as accessible as possible for all students.”
The consultation will be open for three months, starting today and ending on 24 January.
