JCQ... what do they want?

[Kamil Trzebiatowski]

Hello,

Just seeking a bit of advice here on access/reasonable adjustment arrangements procedures for the next year. Does anyone know what precise tests are liked by the JCQ? That is, what evidence (assessment) should I contact and what assessments I should use and put on the form when applying for the 25% extra time?

Is it standardised reading/writing assessments (such as GRT) or can it be a more EAL-like assessment? Or is there some other type of assessment they prefer?

I am not asking about what we believe should be done, but rather what is the best thing to use to assure positive decision on our applications from the JCQ.

Thank you.

Kamil

[Steven Donohue]

Hi Kamil,

 

I wrote to JCQ to ask this question last December. Here's the response:

 

The use of a bilingual dictionary and up to 25% extra time is primarily for a candidate who enters the United Kingdom with no prior knowledge of the English Language and two years later sits examinations.

 

Typically, the candidate would be taught the English Language as well as being prepared for the Key Stage 4 curriculum.

 

It is for a SENCo or an EAL co-ordinator to use their professional judgement and integrity when awarding this arrangement.

 

There may be instances where a pupil can speak a few words in English, hence the term 'a very limited knowledge of the English Language'.

 

There is no level or standard as such, it is the SENCo or the EAL co-ordinator making a judgement based upon pupil attainment and pupil tracking data, as well as comments and observations from teaching staff.

 

Yours sincerely

Nick Lait

Head of Examination Services

JCQ

 

 

 

[Catharine]

This advice is very helpful for students who have been here less than 2 years. It's good to know that JCQ trust our professional judgement.

But you can also get extra time (and sometimes a reader) for those who have been here longer if you do some of the standardised tests.Your SENCo should be able to advise you and even run them for you. 

A student would need to be orally more or less fluent in English, but significantly behind expectations in terms of literacy,in areas such as word recognition and processing speed. It tends to be those EAL students who have had more limited previous education/literacy. Many of them would have also been on School Action/SAPlus in the old SEN parlance as they were failing to make expected progress. Some of them might even have undiagnosed dyslexia. Being on good terms with the SENCo really helps!

Catharine

[n...@nandhaka.com]

Hi Kamil,

Following conversations with JCQ last year, they suggested that the "evidence" they required for 25% Extra Time was an affirmation from parents/guardians/schools about their set criteria (date of first entry to country, no previous English-medium schooling, that the access arrangements are part of normal school practice for the student, etc).
As a result, I created a standard form for all EAL students with access arrangements due to EAL (including those after 2 years, who had a dictionary without extra-time). I can send the template to you if you want it. In terms of students who have extra-time for other reasons (as Catharine mentioned earlier), I worked with the SEN department to have them tested (these were SEND students)
and they provided the necessary evidence.
We had a visit from them during last summer's exam season and they were quite impressed.

Nandhaka

[Anne Margaret Smith]

Hi all,

this is a question that has puzzled me for a while, too.

On the one hand, the JCQ regulations seem to make it clear that 'just' using English as a second language does not entitle a student to exam access arrangements (beyond the arbitrary two year period).

On the other hand, the JCQ advice (that I have had) is that standardised tests should be used to demonstrate slower reading / processing (apparently ignoring the fact that these tests are not valid for this population, and the scores are likely to be lower for EAL learners anyway).

Demonstrating 'usual practice' is often one way forward. I have also successfully built a case using the CAML assessment tools ('Cognitive Assessments for Multilingual Learners'), and from September the new Young Learners' version will be out, which I hope will make it even easier to demonstrate a cognitive difference and need for exam access arrangements. This assessment suite is not 'standardised' as such (being designed for such a diverse population) but provides guidance on  'typical' performances so that it is easy to see when a student is functioning differently from his/her peers.

For more information (about the materials and the training sessions running in the autumn) check the ELT well website (www.ELTwell.co.uk) or email me off-list if you prefer.

Best wishes, 
Anne Margaret 
ELT well

 

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[Kamil Trzebiatowski]

Hello

Many thanks for your responses to this query - all of you who did. Most helpful! By now, our SENCo has provided me with a massive list of tests - but knowing from you what you have used yourselves is particularly helpful. I will definitely take you advice into consideration when deploying the assessments early next academic year. 

Many thanks again!

Kamil

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[Nandhaka Pieris]

Hi,

I've had some msgs asking me for the form I mentioned; I'm currently away carrying out EAL research for my MA, but will get on it as soon as I have access to my resources again...

Nandhaka

NANDHAKA  PIERIS

EAL / ESOL Teacher and Advisor

MA in English Language Teaching 2014-15, University of Southampton

Mobile: +44(0)7799 775722

Web: nandhaka.com

Twitter: @N4N_P

LinkedIn: https://uk.linkedin.com/in/nandhakapieris

Academia.edu: soton.academia.edu/NandhakaPieris

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