Can online assessments benefit autistic learners?

NFER has recently launched its full suite of Key Stage 2 online assessments in reading and maths – the NFER Online Assessments (NOA).

Throughout development, we worked with schools to trial materials and gather user feedback. Since its launch in autumn 2024, we have continued this dialogue, collecting evidence on how schools are using NOA and what benefits they feel it provides.

One benefit highlighted by teachers is the positive experience of some learners with special educational needs (SEND). This blog explores the features of NOA, and online assessments more broadly, that can support learners with SEND and particularly autistic learners.

Mainstream settings can struggle to provide the level of tailored support required for autistic learners, which can prevent some from reaching their full potential (1,2). Only around 16 per cent of autistic adults (3) are in full-time employment, and around 30 per cent in any form of employment (4), one of the lowest rates among disabled groups. Supporting autistic learners from a young age is essential to breaking down some of the barriers to their success.

Autism is commonly described as involving differences in sensory processing, flexible thinking and communication.

Each autistic person has a unique profile which can make schools challenging in different ways. Many autistic learners already feel anxious in school, and assessment is one area that can heighten anxiety. Tests disrupt routine and often bring the pressure of expectation, particularly as perfectionism is common trait in autistic people (5), often used as a coping mechanism and linked to self-esteem. Assessments designed to accommodate different learning profiles can help improve the experience for all learners.

NOA includes a range of accessibility features that can support autistic learners:

Familiarisation videos

These show learners what the assessment looks like, how to answer different question types and how to use tools like the highlighter, zoom and colour filters. Autistic learners may benefit from watching these more than once, as many experience issues with short-term or working memory and processing information (6). Being able to revisit instructions independently can reduce anxiety during the test.

Colour filters

Some autistic people can be extremely sensitive to light. NOA offers a blue filter, or a white-on-black option, which can make text more comfortable to read.

Extended time

NOA has a feature that allows teachers to add an extra 25% to the standard test time discreetly. Because learners can start and pause at different times, those with extra time are not singled out which can help maintain confidence.

Use of a computer or tablet

Digital assessments can reduce sensory distractions, with fewer materials on the desk, less noise from paper, and no strong smell from printed booklets. Some autistic learners find this calmer environment easier to manage.

A pause button

Autistic people can easily become overwhelmed and anxious in new situations. If a learner becomes overwhelmed, they can pause the test without losing time, giving them more control and avoiding the stress of freezing, which could happen during a paper test.

Keyboard entry

All question types on NOA are answered using a keyboard. Typing can be easier for learners who might find handwriting physically uncomfortable or tiring.

Shorter reading pages

NOA avoids lengthy scrolling – reading texts have shorter pages and are on the same screen as the questions, avoiding the need to manage both a text booklet and an answer booklet simultaneously. This reduces demand on short-term or working memory and can help learners process and remember information (7).

One question per screen

This allows learners to focus, minimises cognitive load, and can prevent learners from feeling overwhelmed by seeing too many questions at once.

Together, these features can help reduce anxiety and help autistic leaners feel calmer and more in control, which in turn may enable a more accurate assessment of what they can do. Many schools using NOA have shared positive feedback about how the assessments are supporting learners with a range of special educational needs, including autism.  

This feedback suggests that the features outlined above can improve both engagement and attainment for some neurodiverse learners, particularly if they are comfortable using digital platforms. We will continue to gather insights to better understand how online assessments can support diverse learning needs.