Reducing barriers: How NFER Online Assessments support inclusivity
Can online assessments reduce barriers?
Every child deserves the opportunity to show what they know. Yet, due to varying learning needs, for some children traditional paper-based assessments can create barriers that make this more difficult.
Differences in sensory processing, attention and information processing can make it harder for some pupils to engage with traditional test formats.
Schools using NFER Online Assessments (NOA) are finding that digital assessments can help reduce these barriers, creating a more accessible experience that enables pupils to demonstrate their knowledge with greater confidence.
How does the format of online assessments support children?
One of the most commonly reported benefits of NOA is the way assessment content is presented. With one question displayed at a time, pupils can focus on the task in front of them rather than feeling overwhelmed by an entire test paper.
At Halterworth Primary, staff found this had a particularly positive impact on pupils who commonly struggled during assessments:
"The children of lower ability prefer it the most, because the barriers to their learning completely evaporated."
They also observed that pupils approached assessments more calmly:
"They didn't look at a whole book and think, 'I'm never going to get through that' – they just took it a screen at a time."
Creswick Academy reported similar experiences:
"The idea that you haven't got all of your questions laid out made it more manageable for them."
Alongside this streamlined format, familiarisation videos help pupils understand what to expect before the assessment begins. By showing them the assessment environment, question types and available tools in advance, NOA can provide the predictability and reassurance that many children (particularly autistic children) benefit from.
What features of NFER Online Assessments improve accessibility?
NOA includes a range of built-in accessibility features that allow schools to better meet individual needs.
For pupils who experience sensory sensitivities, colour filter options can make reading more comfortable. At Halterworth Primary, staff noticed pupils actively using these adjustments:
"Some children changed the colour of the screens because they wanted to get a background colour that was more appropriate for them."
Other features, such as extended time and the pause button, give pupils greater control over the assessment experience. Children who need additional processing time can receive it discreetly, while the ability to pause a test can help reduce anxiety if a pupil becomes overwhelmed.
At Sherdley Primary, leaders have seen the impact these types of adjustments can have:
"This has been particularly impactful for neurodivergent pupils and those with additional needs, who may find paper-based assessments overwhelming."
What is the impact on pupil outcomes?
When barriers are reduced, schools are seeing improved engagement and more reliable outcomes.
At Sherdley Primary:
"Pupils who are really reluctant to sit assessments normally are now so much more engaged – and we are getting reliable tests and data from them that we weren't getting otherwise."
Halterworth Primary also found that pupils who previously disengaged remained focused throughout the assessment process:
"There's that core group of children who would become disengaged, that have remained engaged throughout, and therefore their scores are higher."
For Creswick Academy, the impact has been particularly noticeable among lower prior attainers:
"Our 'working towards' children are able to complete the tests – and they are picking up more marks along the way."
By reducing anxiety, supporting different processing needs and providing greater flexibility, NFER Online Assessments help create assessment experiences that work for a wider range of learners.
The result is greater engagement, more reliable data and, most importantly, a better opportunity for lower attainers and neurodivergent pupils to demonstrate what they can do.