An investigation into the use of special access arrangements in the end of key stage 2 statutory assessments for children with special educational and assessment needs
Liz Twist and Kate Lewis
Further information
The Qualifications and Curriculum Authority publishes annual guidance for schools about the special access arrangement permissible in the statutory national curriculum tests in England. The aim of this project was to investigate the use and perceptions of special access arrangements in the key stage 2 tests. The views of teachers and LEA officers about the process of applying for special access arrangements were sought and compared.
Methodology
Questionnaires were completed by teachers in mainstream and special schools. Local education authority officers responsible for special access arrangements completed an on-line questionnaire. In addition, a small number of interviews were undertaken with teachers and headteachers. A limited review of the literature was undertaken in order to identify research in England into the impact of special arrangements on pupil performance.
Key findings
Teacher questionnaire
- Just over a quarter of teachers who responded felt that special access arrangements impacted upon the fairness and reliability of the tests. About half of these believed the impact to be positive. Respondents in mainstream schools were more likely to be positive than those working in special schools.
- Teachers in mainstream schools were more likely to consider that special access arrangements were in keeping with classroom practice than those in special schools.
- Teachers were not always entirely clear about which special arrangements were available at the discretion of headteachers and which required the permission of the LEA.
LEA questionnaire
- Few schools contacted LEA officers for guidance about special access arrangements but almost all LEA officers who responded indicated that they had refused some requests for special access arrangements in 2004.
- Almost all LEA officers responding had requested additional information or sought clarification from headteachers concerning special access arrangements in 2004. Different practices were described in the decision-making for eligibility for some special access arrangements. In some LEAs panels were specifically convened to decide on eligibility; in others the decision-making was largely in the hands of one person.
- Over a quarter of LEA officers felt that there had been a change in the nature of requests for special access arrangements in 2004. This was thought to be due to increased awareness of the procedures on the part of schools. A third of LEA officers felt that schools did not always select the most appropriate special arrangements for individual pupils.
- Just under a half of LEA officers did not feel that the current system of special access arrangements was fair; in particular, a quarter felt that variation in the use of special arrangements could lead to unfairness. Just under a half felt that special arrangements had an impact on the fairness and reliability of the tests.
- Over three-quarters felt that the current system of special arrangements could be improved. Over a quarter felt that schools should take on greater responsibility for special arrangements with a more developed monitoring role for LEAs and the same proportion felt that the guidance from QCA about eligibility and the process needed clarification.
Literature review
The study revealed a dearth of evidence into the impact of special access arrangements in national curriculum tests on pupils’ performance in the UK, in contrast to a wealth of research evidence from the United States into the impact of accommodations in large-scale assessments.
Conclusions/recommendations
- Research is needed into the impact of special access arrangements on pupil performance in national curriculum tests.
- Outcomes of this research should be used to provide greater guidance for teachers into the most appropriate arrangements for individual pupils.
- Teachers should be encouraged to consider the special assessment needs of pupils well in advance of the key stage 2 statutory assessments, in order to ensure that the special access arrangements are familiar and, as far as possible, part of each pupil’s usual classroom practice.
- Consideration should be given to reducing the role of the LEA as decision-maker in regard to some special arrangements and to increasing the LEAs’ monitoring role.
Publication and dissemination
Articles are being produced for submission to academic journals. A presentation of selected findings from the study has been given to the Council for Exceptional Children conference in Maryland, US.