Assessment Arrangements

AssessStudents assessment needs are considered in relation to the assessments being undertaken.   These vary depending on the course specifications.  The students assessment arrangements may also vary from subject to subject. This flexibility will help many students with support needs achieve the standard for the qualification.

Students may rely on readers and scribes in exam situations, others may use ICT, if they are dyslexic or have other learning needs.


For assessments it is important that

  1. we have the required evidence of the students eligibility.
  2. we have internally verified this evidence at internal verification meetings following SQA guidance.
  3. we ensure the assessment arrangement does not compromise the assessment standards
  4. we have retained the appropriate candidate evidence for any Assessment Arrangement.

Assessment Arrangements

These can include:

  • Extra time:  The amount of extra time requested or provided to a candidate in an assessment should accurately reflect the candidate’s assessment needs.
  • Human reader: this can be allowed to meet the needs of those who have substantial difficulties with reading text.
  • Scribe: this can be allowed to meet the needs of those who have substantial difficulties with writing and who cannot produce written text by any other more appropriate means.
  • Prompt: someone who is present during an assessment to ensure that the student stays on task.  This is usually when the student has little or no sense of time, or has significant concentration difficulties. The prompter may sit beside them to keep their attention on the assessment.
  • digital papers (the pupil uses a computer instead of handwriting their answers)
  • papers printed in Braille
  • papers interpreted into British Sign Language.
  • The use of ICT: ICT can often allow students to demonstrate their attainment more effectively and independently. It is important that when ICT is used it is appropriate to the students’ needs. Use of ICT should be a regular occurrence within their learning.
  • Transcription without correction:  For students to have illegible handwriting and who are unable to use word processing software.

Class teachers work with us to decide the best arrangements for pupils. We make the arrangements following the SQA guidelines, and we will contact you to let you know the support available for your child. Please get in touch if you have any questions.

Click here to download the SQA Assessment Arrangements guide for parents

Visit the SQA Assessment Arrangements website

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