[senco-forum] Explaining GCSE in exams

  Hello
  Access arrangements about pupils having things explained.
  Never asked for one myself but could it mean an Oral Language Modifier?  See below - I haven't read it, just found it.  Frankly I'm too busy chasing up Access Arrangements for science tests next week with exam board.
  http://www.jcq.org.uk/attachments/published/428/Final%20%20RAG%2007-08.pdf (also copied below)
  Amanda
  Secondary SENCO
  Cornwall
  Oral Language Modifier (previously known as Oral Communicator) 
      Candidates for whom an oral language modifier represents their normal way of working and who have a reading comprehension score that is below average may be allowed such an arrangement in the assessment of a general qualification in the following examination series: November 2007, January 2008, March 2008 and June 2008. This covers the period of further developmental work which is taking place during the 2007/8 academic year to define the use of oral language modifiers as part of future JCQ regulations. (As the term oral communicator can be a source of confusion to centres, the awarding bodies, regulators and disability organisations have agreed that oral language modifier is a more appropriate term to use.) 
  An application must be made to the awarding body before an oral language modifier can be used in any examination. Oral language modifiers will not be permitted in examination components testing reading. Please contact the awarding body for advice. 
  2.7.1 The role of an oral language modifier 
      The candidate may ask the oral language modifier to clarify language used in the examination paper that he/she cannot understand. The oral language modifier is permitted to explain or re-phrase the carrier language in an examination paper, but any technical terms must not be explained or re-phrased. 
  Candidates who use an oral language modifier are required to demonstrate the same subject skills, knowledge and concepts as other candidates. This includes an understanding of the technical terms used in the subject. If such terms are explained to the candidate, then the demand of the question will be compromised. This may constitute malpractice which could impact on the candidate’s result. 
  A language modified version of the examination paper should always be requested for candidates who use oral language modifiers. (Please see Chapter 6, section 6.4, page 36 with regard to the provision of modified language papers.) 
  The role of an oral language modifier is different from that of a reader as defined in Chapter 2, section 2.2; ‘a reader is a responsible adult who reads the questions to the candidateThis may involve reading the whole paper to the candidate or the candidate may only request somewords to be used’’. A reader cannot re-phrase or explain the carrier language of an examination question paper. . 
  The oral language modifier must not however re-write the paper prior to the examination. Early opening of examination question papers will not be permitted. 
  The role is also distinct from that of a Sign Language Interpreter, for example a BSL/English interpreter. The role of a Sign Language Interpreter is to present the written information in sign without modification or explanation. An oral language modifier, like a reader, is an arrangement which could give an advantage to all candidates. Therefore, a candidate must demonstrate a need for an oral language modifier before approval can be given. Sign Language Interpreters are of benefit only to those who understand the sign language being used and do not give an unfair advantage if the regulations within Chapter 2, section 2.8, page 18 are adhered to. 
  Modified language papers may be used by candidates with reading comprehension difficulties, for example some candidates with hearing or language impairments. (Please see Chapter 6, section 6.4, page 36 with regard to the provision of modified language papers.) A modified language paper may reduce or sometimes completely remove the need for an oral language modifier for a candidate. However, even a well modified paper may contain a carrier phrase or word that a candidate finds difficult and which may prevent him/her from accessing the question. In such circumstances a reader would not be appropriate and the use of an oral language modifier would be a more effective arrangement for the candidate. 
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      2.7.2 Eligibility criteria for the use of an oral language modifier 
  The candidate uses an oral language modifier as his/her normal way of working within the centre and has a reading comprehension score in the below average range as measured by a standard test carried out by a specialist either during the teaching programme leading to the award of the specification(s) concerned or within two years of the start of the examination series. 
  (N.B the administration of a test to determine a candidate’s reading comprehension skills must be conducted by the appropriately qualified specialist teacher approved and notified to the awarding bodies on Form 8A). 
  The centre must have requested a language modified version of the examination question paper for the candidate. 
  2.7.3 Which candidates would benefit from an oral language modifier? 
  An oral language modifier would be required for a candidate who does not have adequate reading comprehension skills to be able to read independently to the level required. An oral language modifier is required where the candidate cannot access the written examination questions without further modification to the language used. 
  An example would be a deaf candidate whose preferred language is English rather than BSL or ISL. The candidate would have a low reading comprehension score, low vocabulary age, weak auditory memory and a basic grammatical level. A reader would not be an appropriate arrangement for this candidate as the reader would be reading words and syntax which are beyond the comprehension of the deaf candidate. The candidate uses an oral language modifier to help him/her and if the candidate knows some sign language, there may be occasions when the oral language modifier may use a sign to help explain a word. 
  A further example would be a candidate with an autistic spectrum disorder who has difficulty in making sense of the written word and whose reading comprehension skills are below average. 
  2.7.4 Regulations on the use of an oral language modifier 
    2.7.4.1 The oral language modifier must be appointed by the head of centre. The role of an oral language modifier may, for example, be fulfilled by a Teacher of the Deaf or a person appointed by him/her. It is recommended, where possible, that the oral language modifier can demonstrate a minimum standard of Level 3 in English. The appointed oral language modifier should ideally have received training in language modification and have some knowledge of the theories underpinning the language modification process and the strategies involved. 
  The head of centre must ensure that the oral language modifier has the requisite knowledge and understanding of a subject to be able to explain the carrier language of a particular question. The oral language modifier must be able to explain words and must be able to recognise the difference between carrier and technical language in an examination question paper effectively. 
  2.7.4.2 Wherever possible the candidate(s) should be familiar with the oral language modifier. This is important so that the candidate feels comfortable with the allocated oral language modifier in the pressurised environment of an examination. 
  2.7.4.3 Where this is not the case, for example, when a group of candidates are being brought together at one regional centre for the examination, the candidate must have the opportunity to familiarise him/herself with the appointed oral language modifier by means of a trial presentation. 
  2.7.4.4 The examination for the candidates using an oral language modifier should take place in a separate room and therefore a separate invigilator will be required. 
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        2.7.4.5 A candidate may be required to share their access to an oral language modifier with other candidates within the examination room. Whilst the candidate waits for the oral language modifier, their thought processes could be disrupted, which could be to their disadvantage. It is recommended that, where possible, a separate oral language modifier should be available for each candidate. The number of candidates per oral language modifier should never exceed three. 
  2.7.4.6 The oral language modifier must be a clear speaker and their lips must be visible. 
  2.7.4.7 The means of communication used to re-phrase or explain must be appropriate to the needs of the candidate, reflecting the way the candidate is normally taught and may include: 

      • saying the word or phrase;   

      • manually coded English (i.e. fingerspelling, Cued Speech or SSE);   

      • use of writing to explain what a word means.   

        2.7.4.8 Carrier language may be re-phrased or explained when the candidate asks for clarification, but technical language must not as this would unfairly advantage the candidate. The oral language modifier may go through the rubric with the candidate. 
  2.7.4.9 Oral language modifiers must take great care when explaining ‘command’ words in questions such as describe, explain and suggest as their explanation may change the nature of the question and mislead the candidates. Particular care should be taken when the language of the paper has already been modified by a teacher who is specialised in language modification. 
  2.7.4.10Whilst the role of the oral language modifier is to be available to re-phrase or explain when requested to do so by the candidate, the oral language modifier may also take the initiative in re-phrasing or explaining any special linguistic difficulties considered likely to confuse the candidate but must note every rephrasing on the coversheet. 
  2.7.4.11Any words or phrases re-phrased or explained for the candidate must be underlined on the question paper which, if separate from the answer book, must be attached to the candidate's answer book. Amended versions of the questions must be shown on the question paper. 
  2.7.4.12A note of the communication method adopted must be made on the coversheet, JCQ Oral Language Modifier which is included in Appendix 1 of this document as Form 6A, pages 71-72. This form must also contain the notes of all of the re-phrasing or explaining used by the oral language modifier. Where no re-phrasing or explaining has been requested or given, then this must be noted on the coversheet. The awarding body’s letter of permission for this arrangement must be attached to the script. You must delete or cover the centre’s name and address in the letter. 

Gaynor Dunkley <gadunkley at hotmail.co.uk> wrote:   
Hi eveyone

Hoping that colleagues can enlighten me. My exams officer has just been on new access arrangements course and she has come back saying that the boards are now proposing that for certain students text in exam papers can not only be read to the student it can also be explained. 

The people running the course were unable to tell her what the "certain types "of students were and how the students would be assessed. 

The text that can be explained is not subject specific text but carrier text eg "compare and contrast the qualities of two named solutions" you could explain the compare and contrast but nothing about the solutions. She has also been told that when this arrangement is given that the reader and the invigilator must pre open the paper and discuss exactly what text they are going to explain if needs be and that the readers will have to do an online training course before they can do this. 

It is because of these new arrangements that the latest version on the exams access arrangements book has not yet been issued. 

Have any of you heard about this on the grapevine? 

Thanks in advance for any replies.

Gaynor 

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Amanda
Secondary SENCO
Cornwall

Amanda
Secondary SENCO
Cornwall