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The major consideration for assessment of learners who have difficulty seeing is the design of the assessment - do I create (or seek permission to create, e.g. from the Awarding Body etc) an alternative assessment entirely for users who have difficulty seeing things. If no, how do I create (or seek permission to create) an alternative format of the original assessment (this may involve creating an audio or Braille version of the question paper, allowing spoken answers, employing a scribe and so on)?

Some adjustments will be permitted by some Awarding Bodies and others will not, some may be permitted in some circumstances and not others.

It is the joint responsibility of those designing (or authorising, or validating) the assessment and of those helping to facilitate the administration of the assessment to ensure that candidates who have difficulty seeing can successfully access it on equal terms with other candidates. A recent report for JISC Techdis suggests practical steps that can be taken towards ensuring assessments are adequate for users with disabilities, and attempts to highlight which of those should be taken by the Awarding Body or validating institution, which by the assessment creator (if from the institution rather than an AB) and which should be made be those administering or facilitating the assessment process.

While there are a wide range of adjustments to the assessment process that can be made for users who have difficulty seeing (such as provision of aural/oral alternatives to written exams for example), the key to providing an equitable experience is to revisit the assessment at first principles and examine a range of potentially suitable ways of testing the learning outcomes being assessed, then providing a range of assessment options that will ensure that everyone, regardless of their disability or impairment, can navigate a successful path through those options with minimal recourse to alternatives.

Assessment consideration - subsection

Further information