EXAMINATIONACCESSARRANGEMENTS-DyslexiaAction.pptVIP

JCQ EXAMINATION ACCESS ARRANGEMENTS2013-2014;Principal Changes: ;Changes cont.;Equality Act: ;Equality Act cont.;EAAs permitted by Centres with no evidence requirements:;EAAs requiring application: ;Evidence needed: [p24-25];‘Extra time of up to 25% - being dyslexic is still not enough’‘Painting a picture of need – balance is the key’ [Nick Lait, JCQ];Specialist assessor’s core evidence;Supplementary evidence: painting the picture of need - centre;Access Arrangements – assessed from the start of Year 9:[no earlier];Extra time of up to 25% ;Centre evidence:;Extra time of up to 25% cont.;Extra time of up to 50%;The Specialist Assessor is: [7.3 p83];They must: hold qualifications in individual specialist assessment. This must include training in all of the following: the theoretical basis underlying psychometric tests, such as the concepts of validity and reliability; standard deviations and the normal curve; raw scores, standard scores, quotients, percentiles and age equivalent scores; the concept of statistically significant discrepancies between scores; standard error of measurement and confidence intervals; the appropriate use of nationally standardised tests for the age group being tested; the objective administration of attainment tests which can be administered individually. This must include tests of reading accuracy, reading speed, reading comprehension and spelling. Appropriate methods of assessing writing skills, including speed, must also be covered; the appropriate selection and objective use of cognitive tests including tests of verbal and non-verbal ability and wider cognitive processing skills; the ethical administration of testing including the ability to understand the limitation of their own skills and experience, and to define when it is necessary to refer the candidate to an alternative professional; ;have a thorough understanding of the current edition of the JCQ publication Access Arrangements and Reasonable Adjustments and the