Adapting examination
The learning outcomes for a course apply equally to all students. However, the reporting of these can take place in different ways.
The Discrimination Act says:
Inadequate accessibility is when a person with a disability is disadvantaged through a failure to take measures for accessibility to enable the person to come into a situation comparable with that of persons without this disability
Adapting examination procedures is always to facilitate participation by students receiving targeted study support as far as possible. Bear in mind that what is good for students who need adjustments tends to be good for other groups of students, but it is important to give special consideration to the needs of those who require support. The department concerned decides how to go about this in each case.
Roles and responsibilities
The coordinators of targeted study support at the Student Affairs and Academic Registry Division recommend adaptations based on the student's application for support, documentation of their permanent disability and discussions with the student.
The examiner at the department makes decisions about adaptations based on the coordinator's recommendation and the learning outcomes in the course syllabus.
The contact person for students with disabilities at the department can, on the delegation of the examiner, make decisions about adapted examinations.
Adaptations
At Klostergatan 3 and Råbyvägen 95 in Uppsala, there are examination halls for students with special needs who have been granted an adapted exam.
At the department, many different adaptations can be made. The coordinators for targeted study support recommend the following:
Adapted examination forms
- Splitting the examination into two or more occasions
- Oral examination instead of written examination
- Oral examination as a supplement to written examination
- Written examination instead of oral examination
- Individual examination instead of group examination
Adaptations for oral examinations
- Extended examination time
- Individual examination
- Examination in small groups
Adaptations for written examinations
- Submission of exam answers on computer instead of handwritten on paper
- Submission of exam answers written by hand on paper instead of on computer
- Computer with speech synthesis and correct spelling software for examinations that do not test language skills
- Own computer or other device with own programs installed
- Extended examination time
- Adjustable table
- Writing help/transcribing
- Assistance for people with a visual impairment
- Exam questions read aloud/in digital form
- Exam questions on paper
- Possibility to take the exam individually or in a small group
Adapted take-home exams/submitting the exam
- Extended examination time
Challenges with take-home exams
During the take-home exam, certain difficulties and challenges may arise for students with targeted study support. In particular, measures to minimise cheating in examinations may negatively affect students.
What difficulties might students encounter in a take-home examination?
- Short exams and short times allowed for exam questions in Inspera can make it difficult for students with dyslexia, for example, to respond in time.
- Invigilation via Zoom can make it difficult for students with neuropsychiatric disabilities or severe anxiety problems to focus.
- Invigilation via Zoom can be difficult for students who need to rest or take breaks during an exam, such as those with narcolepsy. It can also be difficult for those who have bowel problems and need to visit the toilet frequently.
- Exams extended to last 8 or 9 hours because of the take-home exam format can be difficult for students with chronic pain and who would normally have been able to use a sit-stand desk during an exam.
Ideas for adjustments to remote examinations
- If you are giving a short, fact-based exam – offer students an oral examination.
- Offer the option to supplement a written examination with an oral examination.
- Divide the exam into two sessions. Even if the exam is divided up, it can be reported in Ladok as a single instance.
- Offer extended time for answering if this is recommended for the student.
Opportunity to ask the teacher questions before the exam
- Students with neuropsychiatric disabilities or mental health issues may find it difficult to ask questions and request help via Zoom lectures. Give students the option of asking questions both in writing and orally, for example via email, Studium or Zoom.