Quality assurance issues in the teacher-based assessment of students with literacy difficulties for examination access arrangementsJournal Article
This paper considers two major concerns centring on the Joint Council for Qualifications (JCQ) regulations for access arrangement and reasonable adjustments and qualifications for teachers who take on the role of Level 7 access arrangements assessor. Thus, the paper is divided into two parts. First, the JCQ 2017 ‐ 2018 regulations are critically evaluated highlighting the areas of need for which greater clarity and more extensive detail is required in these regulations. The second part of the paper discusses the findings of research on teacher competence in test administration, scoring, and reporting. Drawing on evidence from the first stage of this research, McMurray, O’Callaghan, and McVeigh highlight the extensive formative process required to build a high‐level skill set required for competent assessment involving the use of high level tests and also the specialist knowledge required to analyse and accurately report assessment findings to make recommendations for students with specific literacy difficulties.
Output InformationMcMurray S, O'Callaghan P, McVeigh C. Quality assurance issues in the teacher‐based assessment of students with literacy difficulties for examination access arrangements.Dyslexia.2018;24:3–16. https://doi.org/10.1002/dys.15761
Published Output URL: https://doi.org/10.1002/dys.1576