We want to make sure that the exams and assessments we regulate give all pupils the fairest opportunity to show what they know, understand and can do. Some pupils may not understand some of the words or phrases used in an exam or assessment. This could be because English is not their first language or they have a learning disability. However, they may be able to carry out a task and show their skills if a question is asked in another way.

We did some research on exams and assessments with subject experts and we produced a report and some guidance.

Language Accessibility Research Report

Research Background: Monitoring Access to National Curriculum Assessments (2012)
Research Background: Guidance on the Principles of Language Accessibility in National Curriculum Assessments (2012)

This explains what we found when we looked at the design and wording of exams and assessments.

Language Accessibility Guidance

Guidance on Monitoring Access to National Curriculum Assessments (2012)
Guidance on the Principles of Language Accessibility in National Curriculum Assessments (2012)

This guidance is aimed at test designers, teachers, teaching agencies, and others involved in educating pupils with special and additional support needs.