No change has been made this year in relation to how examiners mark the papers of candidates with a specific learning difficulty. The position is and always has been that the work of all candidates in any one subject is marked in accordance with a common marking scheme. This is to ensure uniform and objective criteria are applied to the work of all candidates. This will continue to be the case this year. Students with specific learning difficulties will again have the same marking scheme applied to their work as will apply to the work of all other candidates.
Complex and inter-related issues arise in relation to assessment of the work of students with specific learning difficulties in our examination system. The heavy reliance on written terminal assessment can clearly create difficulties for those with reading and writing problems. I am aware for instance, from contact with the Association for Adults and Children with Learning Difficulties, of its concern that the examination system and its current modes of assessment is not responsive enough to the needs of students with specific learning difficulties.
For some time I have been anxious to have a wide-ranging and comprehensive review of the special arrangements which are made at the examinations. Late last year I asked the expert advisory group on examinations – which I established to provide independent advice on the operation of examinations – to provide me with a discussion paper for publication and as a basis for a thorough review of our approach in this area. I received the group's report last month.
I have arranged for the publication and circulation of the discussion paper and in yesterday's national press the expert advisory group invited submissions from interested parties and individuals on the issues identified in the discussion paper and on the operation of special arrangements in general. The discussion paper brings out very strongly the complexity of the issue. In particular, it highlights the tension within our examination system between the need for equal treatment and fairness, on the one hand, and the desire to take account of human circumstances, on the other. The discussion paper also deals expressly with issues which arise in the case of students with specific learning difficulties.
Previous reviews of the special arrangements schemes were conducted internally in my Department. I was particularly anxious that this review would be public and open to build a consensus on how best to respond to the needs of the individual student within the constraints imposed by the format of some examinations and the need to maintain full confidence and credibility in our systems of national certification. I was also concerned that international practice would be considered in the review.
My aim is to have a further report in the autumn from the expert advisory group, after it has considered any submissions received, so that changes can be in place for the examinations in 2000.