SQA Digital Papers Focus Group26th October 2016

CALL Scotland, The University of Edinburgh

Technology in SQA Examinations 2016

Good stuff• Word is familiar.• Word formatting and word processing tools are better (than

PDF).• Some software works better in Word (than PDF).

Could do better• Computers need set up without the spellchecker for ‘non-

spellcheck’ candidates.• Tabbing on the front page makes the text tiny.• The front page boxes and table are too easy to move by

mistake.• They don’t work on iPads.• The SCN ‘F9’ procedure is clunky.• Font size on the table should be 12 not 9.

Digital Answer Booklets - Word

Good stuff• Simple.• Works on iPad.

Could do better• Text does not flow from one page to the next.• Text gets smaller as you type more.• Candidates cannot format text or change fonts.• Printing out all 20 pages even if you have only filled

in 6 wastes paper.

Digital Answer Booklets - PDF

Assessment Arrangements 2013-16Assessment Arrangement 2013 2014 2015 2016

Extra Time 47,058 34,494 35,042 38,072

Separate Accommodation 37,584 24,277 24,486 28,080

Use of ICT inc Digital Question Papers 11,844 10,326 11,437 13,085

Use of ICT not inc Digital Question Papers 7,553 6,786 7,785 8,283

Reader 19,058 9,399 7,819 7,713

Scribe 14,905 7,105 5,600 5,149

Digital Question Papers 4,291 3,540 3,652 4,802

Rest Period 2,410 2,232 2,723 3,080

Coloured Paper 1,968 1,793 1,878 1,958Prompter / Practical Helper 3,351 1,783 1660 1,835

Enlarged or Adapted Print Question Papers 1,310 1,064 1,081 966

Transcription with correction 1,327 863 802 715

Transcription without correction 534 421 390 318

Calculator 639 341 265 299Modified Content 233 308 237 241

Referral of script to the Principal Assessor 271 192 187 118Adapted Certificate 100 68 50 52

Question Paper signed to candidate 66 32 19 35

Taped transcription-Live Presentation 36 26 24 33

Candidate Signs Responses 37 11 13 22

Braille 23 18 17 11

Number of requests for readers, scribes, ICT and DQP

0

5000

10000

15000

20000

25000

2008 2009 2010 2011 2012 2013 2014 2015 2016

Use of ICTnot includingdigitalpapers

Reader

Scribe

DigitalQuestionPapers

Percentage of AA requests that include reader, scribe, ICT and DQP

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

2008 2009 2010 2011 2012 2013 2014 2015 2016

Use of ICT notincludingdigital papers

Reader

Scribe

DigitalQuestionPapers

Average number of requests for reader, scribe and DQP across local authorities 2016

DQP

Scribe

Reader

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

Our vision:• Excellence through raising attainment: ensuring that every child achieves the highest standards in literacy and numeracy, set out within Curriculum for Excellence levels, and the right range of skills, qualifications and achievements to allow them to succeed; and• Achieving equity: ensuring every child has the same opportunity to succeed, with a particular focus on closing the poverty-related attainment gap.

National Improvement Framework

International Council of Education Advisers

“The use of assistive technology to support the needs of special education students has been a revelation and has begun a small revolution in student achievement, so that many students are now able to access, develop and display what they know in ways that have never been possible for them before.Assistive technologies, the results of this study show, can increase participation, enhance inclusion, develop positive identity and self-confidence and raise achievement in the community of students with special educational needs. They can also enhance, extend and engage learning among all students.”

Hargreaves, A. & Braun, H. (2012). Leading for all: Final report of the review of the development of essential for some, good for all: Ontario’s strategy for special education reform devised by the Council of Directors of Education. p. 53, Toronto, Ontario: Council of Directors of Education

Impact of Assistive Technologies

Assistive technology is not simply a device such as a laptop or a piece of software. Nor is it a single investment in time and resources. It is as an interconnected system that encompasses planning, professional development, personnel, and equipment.

Hargreaves & Braun, 2012

The Scottish Government’s vision for digital learning and teaching is:

Scotland’s educators, learners and parents take full advantage of the opportunities offered by digital technology in order to raise attainment, ambition and opportunities for all.

http://www.gov.scot/Topics/Education/Schools/ICTinLearning

Digital Learning and Teaching Strategy

SQA Access to Assessment Principles

1. “Candidates for whom assessment arrangements are requested should potentially have the ability to achieve the national standards, but are unable to do so using the published assessment arrangements for the particular qualification.”

2. “The integrity of the qualification must be maintained.”

3. “Any adjustment that you request should be tailored to meet a candidate’s individual needs.”

4. “Any assessment arrangements requested should reflect, as far as possible, the candidate’s normal way of learning and producing work.”

Average number of requests for reader, scribe and DQP across local authorities 2016

DQP

Scribe

Reader

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

• It’s clear that AA practices vary considerably between schools and local authorities.

• What are your views on this variation?

• About 50% of Scottish Schools used DQPs in 2016.• Should we aim to increase usage?• If so, what actions should be taken by:

– you– your school– your candidates– your local authority– SQA– Scottish Government– CALL Scotland

Technology in Examinations