The following table outlines the principles that inform AARA decisions.
AARA principlesConsultation | Functional impact | Academic integrity |
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- Schools make decisions throughout the application for, and implementation of, AARA in consultation with students, parents/carers and relevant school staff, as well as medical and allied health professionals and the QCAA where relevant.
- Consultation must occur with students and/or parents/carers before adjustments are made
- Consultation should occur as early as possible to ensure eligible students are supported appropriately throughout a course of study and assessment.
- AARA decisions balance the interests of all parties affected.
| - AARA address the current functional impact/s of a student's disability, medical condition or circumstance in assessment, to enable them to participate on the same basis as other students.
- Impacts may vary significantly for different students with the same diagnosis or circumstance and not every student with a diagnosed disability will require AARA in assessment.
- A student may require different AARA for different subjects and assessment types.
- Impacts and adjustment requirements for an individual student may change over time; there should be ongoing monitoring and review.
- Students should have opportunity to participate in assessment as independently as possible with the least intrusive adjustment, supported by medical advice and school-based evidence.
| - Schools are required to maintain the intent and rigour of assessment.
- Relevant syllabus standards or marking guides are used to make judgments about student achievement and are not modified.
- Achievement is assessed on evidence provided in student responses, not perceived ability or potential achievement.
- AARA cannot be used to compensate for learning that has not occurred or to exempt a student from the learning or knowledge and skill requirements of a subject or course.
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All students are entitled to equal access to AARA and exceptional circumstances should not prevent an otherwise eligible student from accessing the appropriate AARA (see Section 6.6: Exceptional circumstances). |
Adjustments may be made to:
- how an instrument is presented to a student, e.g. a student may require assessment materials in braille format
- how a student responds to an assessment, e.g. a student may need to use assistive technology or a scribe
- the time allowed, e.g. a student may need extra examination working time or rest breaks
- assessment scheduling, e.g. a student may need to complete an assessment at a later time than others
- the environment in which an assessment is undertaken, e.g. a student may need to sit in a different room to the other students
- the mode of an assessment, e.g. a student may need to engage in assessment through use of eye gaze or other technology.
