Practical assessment
Practical assessment can take the form of assessed practical tasks in laboratories, studios or workshops, or assessed field or study trips. As these assessment tasks are often integral to the practical activities they flow from, you should also bear in mind strategies for accessible teaching in laboratories and workshops and field trips. For assessment of practical activities, the potential barriers should be considered and reasonable adjustments developed that meet the needs of the individual student. Many of the adjustments for a practical assessment are similar to those of a written assessment.
In some circumstances an alternative to a practical assessment may be required, if an acceptable method of assessing the learning outcome can be designed.
Here are some examples of adjustments to practical assessment that may be recommended and that you may need to consider.
- Extra time and rest breaks may be required, which may take careful planning in a practical session.
- Where the assessed practical task is a cooperative one and other students are involved, then the whole group may need additional time.
- Allow the use of an assistant to work under direction, for example if a student has stamina or vision difficulties, or is unable to operate equipment.
- If required, ensure adapted tools are made available.
- In some circumstances it may be appropriate to allow a student to give an explanation of how a task is carried out rather than requiring them to give a demonstration.
- Where observation of student communication is assessed, a communicator, lipspeaker or BSL interpreter may be required, or the use of a room with a hearing loop.
- Avoid giving verbal instructions while a deaf student is engaged in a practical task.