Specific arrangements

No. Learners are not permitted the use of an English dictionary in SQA exams.

A learner who has English as an additional language can use a bilingual dictionary (word for word, with no explanations) — except in English, ESOL or an exam in the candidate’s first language.

No. The purpose of extra time is to provide disabled learners and those with additional support needs with an equal opportunity to demonstrate their attainment in an assessment. In doing so, we are providing an assessment environment that allows them to show the skills, knowledge and understanding they have achieved, without compromising the integrity of the assessment.

Extra time can be beneficial for various reasons, such as allowing learners to process information more thoroughly, plan their responses, use assistive technology, reduce stress, and review their answers. Extra time will not always lead to an improvement in grades - this should not be a factor when assessing a learner’s need for this arrangement.

For example, Kay experiences mental health difficulties that means that they become very anxious before their assessments and have difficulty concentrating. Based on evidence from previous class assessments, the college provides Kay with 15% extra time that is sufficient for them to complete their SQA assessments. The extra time provided allows Kay to read through the questions and any associated text carefully, giving them time to process this information and check that they are satisfied with their answers at the end of the assessment. Knowing that they have this amount of extra time available has been shown to reduce Kay’s anxiety and allow them to complete the assessment.

The amount of extra time requested should accurately reflect the learner’s assessment needs. While it is recognised that you may not have absolute values for the amount of extra time needed, it is important that you have evidence available to show that the learner needs extra time, and evidence of how you have determined the amount they need. For example, an extra time allowance (25%) for a learner with mild spelling difficulties who reads accurately and writes fluently, and where there is only evidence to support an extra time allowance of 10% to check over spelling and punctuation, could provide an unfair advantage over other learners.

The amount of extra time required may vary according to the learner’s individual needs. Evidence that extra time is used when it is given is not sufficient evidence of the need for this arrangement. There must be evidence indicating:

• the impact of the learner’s difficulty or disability on their ability to complete tasks in a specified time in teaching and learning
• that a learner is normally given and uses extra time to complete other class learning activities, tasks and assessments
• that a specific amount of extra time is appropriate support for the learner’s assessment needs, based on the additional amount of time they need to complete a question, task or assessment

You should use your professional judgement when determining the amount of extra time a learner needs - too much extra time in an assessment may be tiring for the learner and might ultimately disadvantage them.

You can find further information in Assessment Arrangements Explained: Information for centres.

No. If there is evidence that a learner cannot complete a task in the allocated time, it is important to identify why the learner was unable to complete the task. For example, is there an undisclosed or unidentified disability or additional support need — does the learner have processing difficulties or struggle with time-keeping?

The centre’s assessment of the learner’s need will identify whether extra time is the most appropriate support or if another assessment arrangement may be more suitable. For example, if a learner has difficulty with concentration, it may be better for them to have a prompter to help keep their attention on the task, or if a learner has severe anxiety, they may benefit from rest breaks.

It is important to remember that assessment arrangements should only be provided to learners whose disabilities or additional support needs have an ongoing and long-term impact on their access to learning, teaching and assessments.

Using a scribe

Yes. Anyone acting as a scribe for a learner in an assessment should be able to produce an accurate record of the learner’s dictated responses. They must be able to write legibly or type at a reasonable rate. The scribe must not have a personal interest in the success of the learner, for example a relative or the learner’s class teacher or lecturer of the subject. There may be exceptions to this, but you must contact us in the first instance to discuss this as soon as possible before the learner is due to sit an assessment.

You can find further information in Assessment Arrangements Explained: Information for centres.

• of established need over a period of time, such as where a learner requires individual or small group accommodation for a specific reason during their ongoing learning, teaching and internal assessment; or
• that it is necessary to meet the needs of a learner and remove barriers to participation in the external assessment.

Some points to consider:

• If separate accommodation has not been used in the past, has something changed for the learner that means separate accommodation is now required as an assessment arrangement?
• It is likely that many, if not all, learners experience stress or anxiety to varying degrees in the lead-up to, and during, a series of exams. This can be supported in a variety of ways, such as coping tips and techniques for exam stress, study support and revision support.
• In situations where these interventions will not be sufficient, you should consider alternative assessment arrangements, including the use of separate accommodation. Where such need becomes apparent only immediately prior to an assessment, you should have procedures in place to decide the appropriate support required to meet the learner’s needs.

The transcriber should be familiar with the learner’s handwriting and the correct spelling of any technical terms (including, for example, place names, names of characters in literary texts) they are likely to use. The transcript may be handwritten or word-processed. If the transcript is to be handwritten, the transcriber must have legible handwriting. This could be a subject teacher if necessary. Although we advise that this should not be the teacher involved in the learner's study of the subject, this could be allowed exceptionally if they are the only teacher who is able to transcribe the learner’s handwriting.

You can find more information in Assessment Arrangements Explained: Information for centres. (391 KB)