- Understanding the curriculum
- Syllabuses A–Z
- Curriculum development
- K–10 syllabus development
- Languages K–10 development
- Syllabus development process
- School Developed Board Endorsed Courses
- Equivalent and Alternative Courses of Study
- Awarding grades
Adjustments to Assessment for Students with Special Education Needs
Some students with special education needs will require adjustments to assessment practices in order to demonstrate what they know and can do in relation to syllabus outcomes and content. The type of adjustments and support will vary according to the particular needs of the student and the requirements of the activity. These may be:
- alternative formats for responses, for example written point form instead of essays, scaffolded structured responses, short objective questions or multimedia presentations
- adjustments to assessment activities, for example rephrasing questions, using simplified language, fewer questions or alternative formats for questions
- adjustments to the assessment process, for example additional time, rest breaks, quieter conditions, or the use of a reader and/or scribe or specific technology.
It is a requirement under the Disability Standards for Education 2005 for schools to ensure that assessment tasks are accessible to students with a disability. Schools are responsible for any decisions made at school level to offer adjustments to course work, assessment tasks and in-schools tests.
Further examples of adjustments to assessment for students with special education needs and information on assessment of students undertaking Life Skills outcomes and content can be found in support materials for:
- Special education needs
- Life Skills Years 7–10.
Also in assessment: