The reasonable adjustment policy of IMIT sets out the procedures that learners and tutors should follow when implementing reasonable adjustments and special considerations. The aim of the procedure is to establish the framework for the commitment of IMIT to equal treatment and fair evaluation of students in all assessment
initiatives.
What we mean by “Reasonable adjustment”.
A ‘reasonable adjustment’ is any steps or measures taken prior to an assessment to reduce or remove the negative effect on a student (candidate for assessment) that may be due to a known disability or a declared and approved negative circumstance, without impacting the quality and value of the assessment and its outcomes.
Below are examples of reasonable adjustment measures that may be taken to ensure fair
assessment for a disadvantaged learner.
- allowing extra time
- changing the assessment location and/or time;
- use of coloured overlays, low vision aids, CCTV;
- use of assistive software;
- assessment material in large format;
- practical assistants/transcribers/prompters;
- assessment material on coloured paper or in audio format;
- language-modified assessment material;
Reasonable adjustments must be approved by the Academic Affairs Officer (Dean of studies) and measures set in place prior to the start of the assessment. The work produced following a reasonable adjustment must be assessed in the same way as the work from other learners.
Below are examples of reasonable adjustment. It is important to note that not all adjustments described below will be reasonable, permissible or practical in particular situations. The learner may not need, nor be allowed the same adjustment for all assessments. A reasonable adjustment must never affect the validity or reliability of assessment, influence the outcome of assessment or give the learner(s) in question an unfair assessment advantage.
Application
Reasonable adjustments must be approved by the Quality team before an assessment and the following considerations shall apply:
- A learner does not have to be disabled to qualify for reasonable adjustment;
- Not every learner who is disabled will be entitled to reasonable adjustment;
- Reasonable adjustment is dependent upon whether the learner’s circumstance would present a disadvantage to the learner if a reasonable adjustment is not made, given that a reasonable adjustment is intended to allow fair access to assessment.
Reasonable adjustment shall not be granted in the following circumstance:
- Where it will affect the validity or reliability of the assessment;
- Where it will give the learner(s) in question an unfair advantage over other learners taking the same or similar assessment.
- Where it shall influence the final outcome of the assessment decision.
- Circumstances affecting a learner, which arise just before or during an assessment, as it is not possible for reasonable adjustment measures to have been considered earlier. Such situations shall be managed under special considerations.
Special consideration
Special considerations are measures taken to remove or reduce the negative effects of a disadvantage that occurs to the learner either just before or during the assessment. Examples of situations for special consideration include but are not limited to:
- illness;
- accident
- bereavement (loss of spouse, child or sibling).
Exemptions from special consideration
Special Consideration shall not be given in the case of a permanent disability or learning difficulty.
Applications for Special Consideration shall be made on a case-by-case basis. Thus separate applications shall be made for each learner.
Learners may apply for Special Consideration during or after an assessment. The extent of the adjustment will depend on the actual circumstances during the assessment and the level of difficulty faced by the learner.