Ofqual Assistive Technology Research

Ofqual have commissioned and published a qualitative review into the experience of schools and colleges in utilising assistive technology (AT) for high stakes formative assessment. In this context the AT relates to electronic devices and computer software utilised. The review was prompted by the significant rise in the number of students using a non-interactive electronic question paper since 2015. The researchers undertook interviews with education professionals and students to understand their experience.

The following themes emerged:

• Reasonable adjustments should be specific to the student and the underlying principles for the use of AT need to be clear but flexible enough to allow for multiple ways of working. 
• Examination question papers could be more compatible with AT and papers could be tested with a wider variety of AT hardware and software to support this.
• Schools are not always fully aware of how AT may be used for assessment and there is disparity around provision of AT between settings.
• Use of AT when undertaking assessment may be more time-consuming or needing a more specific environment for effective use.
• AT removes barriers to accurately capturing ability, such as reading fluency and confidence with spelling and grammar. Though it’s use could require the user to deploy processes or skills that are not part of the assessment. This could then impact on how accurate a representation of full ability the assessment gives.  

The report advocates close adherence to the principles of universal design to mitigate compatibility between assessment materials and AT. The report also notes there is scope for sharing of ‘best practice’ in the use of AT for assessment that can ensure more staff are aware of the potential. 
The increasing development in the education technology sector to support accessibility for all is pleasing to see and consistently reviewing accessibility arrangements for high stakes testing should safeguard equity of access.