Q13: What qualifications do I need to assess for access arrangements?
A1 Is Lucid Exact on the JCQ recommended list of tests?: JCQ makes the regulations regarding the types of information that should be obtained in order to support an application for exam access arrangements but JCQ does not specify the tests to be used, as that is left to the professional judgement of the qualified specialist carrying out the assessment. Hence there is no ‘JCQ recommended list’. In book ‘Dyslexia: Assessing the need for Access Arrangements during examinations. A practical guide’ (4th edition, Patoss, 2011) there is a list of appropriate tests, which includes Lucid Exact, but assessors are not confined to using tests on that list.
See:
www.patoss-dyslexia.org/PubDyslexia:Assessingtheneed.html
A2 Why do you have to transfer scores from Lucid Exact to the JCQ Form 8 – why doesn’t Exact simply produce a JCQ form to print and send off?: The JCQ Form 8, on which a profile of the student's learning difficulties should be given, must be completed by a qualified specialist. Although Form 8 requires the assessment information provided by Lucid Exact, we decided not to completely automate the process in order to preserve the requirement professional judgement of the specialist concerned, taking into account the current JCQ regulations (which may change from year to year) and the specialist must sign a declaration to that effect. Form 8 also requires additional information that Exact cannot supply, such as the legibility of the student's handwriting, quality of their written language and whether the student is proficient in the use of a word processor. In addition, the Head of Centre or the Exams Officer must complete Form 8 with information about the examinations being taken by the student, the student's history of need and previous provision. These are all matters that are outside the remit of Lucid Exact.
A3 Why are the tests in Lucid Exact speeded (i.e. timed rather than untimed): In exams students are under the pressure of strict time limits which may pose particular problems for those with difficulties in handwriting, reading or spelling. Indeed, it is for this very reason that students with these difficulties are often allowed extra time by the awarding bodies. Literacy tests that are not speeded do not properly measure the levels of literacy competence of individuals of secondary school age or older, particularly in situations such as examinations.
Consequently, all the tests in Lucid Exact include an element of time pressure in order to recreate that feature of exam conditions. Thus in the spelling test there is ample time for students to type each word and correct a simple mistake but not enough time for them to try out a variety of different spellings. In the comprehension test, because dyslexic pupils may have to read and re-read questions a number of times in order to fully understand them, we have not only set a time limit on the whole test, but we have also included a measure of reading comprehension speed, relating to the time taken for the questions to be understood.
A4 The word recognition test in Lucid Exact is timed but JCQ regulations currently specify an untimed test of single word reading, so how can teachers deal with this JCQ requirement?: It will be necessary to supplement Lucid Exact results with the results of a suitable standardised untimed reading accuracy test, for example:
- Hodder Oral Reading Test
- WRAT-3 Reading test
- WRAT-4 Reading Test
- Woodcock Reading Mastery Test
- Schonell Reading Test
- Vernon Reading Test.
When assessing larger groups of students, a time-saving strategy would be to administer Lucid Exact to all students (preferably using the networked version) and then administer a suitable untimed test of single-word reading only to those students whose Exact results indicate that access arrangements would probably be required.
A5 The handwriting test in Lucid Exact involves writing to dictation whereas JCQ regulations currently specify a free writing test. How can teachers deal with this JCQ requirement?: Present computer technology does not allow for a satisfactory computerised test of handwriting feasible, so we haven’t attempted this. If a student has a slow (i.e. below standard score 85) writing to dictation score on Lucid Exact, they clearly have handwriting difficulties and should be entitled to access arrangements. However, if their writing to dictation on Lucid Exact is not slow, the student might still experience problems in producing written work out of their own head and, if so, would be entitled to access arrangements on this basis. For this reason, a free handwriting test (i.e. where the student has to choose which words to use as well as to write them down) should be administered to supplement the test results obtained from Lucid Exact. For this we would recommend use of the Patoss Handwriting Test developed by Penny Allcock: see
www.patoss-dyslexia.org/Handwriting_speedtest.html
A6 Does Lucid Exact measure processing speed?: Although neither JCQ Form 8 nor the JCQ Regulations specifically require separate assessment of processing speed, some assessors regard this as useful information pertaining to the student's capacity to perform in examinations. It is debateable whether there can be a meaningful single measure of processing speed because people can process different types of information at different speeds – e.g. one person may be fast at processing visual information but slow at processing auditory-verbal information, while another person may show the opposite pattern. However, since all of the tests in Lucid Exact are speeded tests – i.e. they are performed against the clock – processing speed is actually an integral part of all the measures in Lucid Exact, and the student’s standardised scores will reflect their processing speed accordingly.
A7 If I use Lucid Exact do I still need to use LASS 11-15?: Lucid Exact and LASS 11-15 are quite different assessment tools. Lucid Exact is a suite of attainment tests. Because they tell the assessor where a student’s literacy attainments are compared with the general population of students of the same age, the results of Lucid Exact are helpful in identifying learning problems, but do not shed light on the underlying nature or causes of those problems. LASS, on the other hand, is a diagnostic assessment tool that gives information on key underlying learning skills such as reasoning, memory and phonological processing. This information can be used diagnostically in order to clarify the nature of a student's problems and to identify conditions such as dyslexia. For comprehensive assessment efficiency, both LASS and Lucid Exact should be used.
Click here for more information about LASS 11-15
A8 What uses does Lucid Exact have other than for exam access arrangements?: Lucid Exact has quite a wide range of application in addition to assessment for exam access arrangements, e.g.
(a) Lucid Exact is appropriate for assessing students with
specific learning difficulties in secondary, further or higher education, or for teachers wishing to obtain a standardised objective assessment of literacy of groups of students from ages 11-24, or of individual students within that age range who have specific problems (such as slow handwriting, spelling or reading comprehension).
(b) Although individual tests from Lucid Exact may be helpful in suggesting
dyslexia, or may form part of a dyslexia assessment, this group of tests are not sufficient in themselves to make a diagnosis of dyslexia and are not designed for that purpose. Administrators who require a test that will identify dyslexia should consider using LASS 11-15 (for the age range 11:0 – 15:11) or LADS/LADS Plus (for ages 16 and upwards).
Click here for more information about LASS 11-15
Click here for more information about LADS Plus
(c) Lucid Exact has two forms of equivalent difficulty – Form A and Form B. This allows for repeated assessment if desired, without undue concern about practice effects and without violating psychometric principles. The two forms can be alternated over time in order to record progress, e.g. in response to intervention given to students with literacy difficulties.
A9 Why doesn’t Lucid Exact include an IQ test so that very bright dyslexic students who do not have literacy standard scores below 85 can still get access arrangements?: Bright students may have genuine literacy difficulties but are typically good at compensating so their literacy may well be above the normal threshold for access arrangements (standard score 85). But the JCQ regulations do not require an IQ score to be given, so measurement of IQ is not strictly necessary and that is why it has not been included in Lucid Exact. Similarly, JCQ regulations do not require a diagnostic label (like ‘dyslexia’) to be given, although information about this is often given under ‘History of need’ in Section A, JCQ Form 8. If the assessor believes that IQ is relevant in a particular case, this information can be given in the ‘Other relevant information section’ of Section C, JCQ Form 8. To assess IQ we would recommend using Lucid Ability.
A10 Why doesn’t the age range for Lucid Exact extend down to Year 6 so that it could be used for access arrangements for SATs?: Lucid is in the process of publishing provisional norms based on data already collected, so that Lucid Exact could be used for this purpose. If any schools would like to assist Lucid in collecting Year 6 data to speed up the production of definitive norms, please contact us. However, teachers should also check check the regulations on access arrangements for SATs available on the QCA website;
www.qcda.gov.uk/assessment/3798.aspx
A11 Our school currently employs someone to carry out assessments for access arrangements and that costs quite a lot of money. If we use Lucid Exact will we be able to save money by dispensing with this assessor’s services?: JCQ Regulations specify that the assessment must be carried out or supervised by a suitably qualified person, who could be a psychologist or a specialist teacher, and the Head of Centre must satisfy themselves that this person is competent to carry out such assessments. The person carrying out the assessment then takes responsibility for selecting appropriate tests, interpreting the results, and making the recommendations for access arrangements. These requirements apply whatever tests are used, whether Lucid Exact, or any others.
For further information on the JCQ regulations, see
www.wjec.co.uk/uploads/publications/2017.pdf
Further advice on this matter is given in the Patoss book ‘Dyslexia: Assessing the need for Access Arrangements during examinations. A practical guide’ (4th edition, Patoss, 2011), Chapter 8.
See:
www.patoss-dyslexia.org/PubDyslexia:assessingtheneed.html
A12 Where can I view the text for Lucid EXACTs writing and typing to dictation assessments?: If you click on the link below we have created a PDF containg the transcripts for the writing and typing to dictation sections of Lucid EXACT, as delivered by the program.
Lucid EXACT dictation texts (Dictation text for typing and written. Forms A and B)
A13 What qualifications do I need to assess for access arrangements?: JCQ Regulations specify that assessment for access arrangements must be carried out either by a qualified psychologist [§4.4] or a specialist teacher (§4.5]. A ‘specialist teacher’ in this context is a teacher who is approved by the head of centre as being qualified to carry out this task. Teachers who assess candidates for access arrangements do not need prior JCQ approval for their specialist qualifications [§4.5.1]. The head of centre must take reasonable steps to satisfy themselves that the teacher assessing candidates’ needs has the required level of competence [§4.6]. When a specialist teacher has been approved by the head of centre, the exams officer must enter their name into Access arrangements online to confirm their status. Evidence of the specialist teacher’s ability to meet the criteria set out in section 4.7 of the JCQ Regulations must be available in the centre for inspection purposes.
Section 4.7 of the JCQ Regulations is entitled “Appropriate qualifications for the provision of supporting evidence on behalf of examination candidates with learning difficulties”. It suggests that heads may wish to use these criteria in satisfying themselves whether a teacher has the required level of competence, particularly where a teacher does not have one of the qualifications on the list published by JCQ see:
www.jcq.org.uk
However, JCQ stresses that this list is neither mandatory nor exhaustive; other qualifications accredited by institutions of FE or HE may also meet these criteria, which are as follows:
- The teacher must be able to teach and assess secondary aged or adult learners who have learning difficulties.
- The teacher must have the necessary knowledge and skill to carry out assessments in support of applications for access arrangements.
- This knowledge must include a thorough understanding of the current edition of the JCQ publication Access Arrangements, Reasonable Adjustments and Special Consideration and the principles, procedures and accountabilities involved. It should include familiarity with the Equality Act 2010.
- The teacher must understand and be able to use nationally standardised tests which are appropriate for the age group being tested. This should include an understanding of the theoretical bases underlying the tests, such as the concepts of validity and reliability; standard deviations and the normal curve; raw scores, standard scores, quotients, percentiles and age equivalent scores; the concept of significant discrepancy between scores (statistical); either standard error of measurement or confidence intervals for test scores.
- The teacher must be trained in and have experience of the objective administration of attainment tests which can be administered individually. This must include tests of reading accuracy, reading speed and comprehension, spelling, with appropriate test ceilings. Appropriate methods of assessing writing skills, including speed, should also be covered.
- Whilst it is not necessary to carry out cognitive testing in every case, teachers must be able to define when it is necessary to refer the candidate to an educational psychologist or other specialist and to understand the limitations of their own skills. Some cognitive tests are available to teachers. The specialist teacher should be trained in and have experience of the objective administration of tests of cognitive ability including tests of verbal and non-verbal ability.
Section 4.7 of the JCQ Regulations say that the person undertaking the assessment should ideally be a named teacher employed within the centre who is suitably qualified. The second choice would be a suitably qualified teacher employed at another centre; the third choice would be a LA assessor, and the fourth choice would be an assessor who has an established relationship with the centre.
Several organisations provide training courses for teachers in assessing for access arrangements. These include:
Communicated-Ed:
www.communicate-ed.org.uk
Patoss:
www.patoss-dyslexia.org
Real Training:
www.realtraining.co.uk
(Information correct at the time of going to press 11/4/12)
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