Should SEN students be assessed using timed exams?

Dear Readers,

As we enter the second week of June, many students will be taking their end-of-year exams. Having just finished mine, I wanted to talk about the extra challenges I faced during this time and consider whether timed exams are the best way to assess a student’s progress.

One of the biggest challenges I faced was the timed pressure of exams. I often get anxious during exam periods, and there have been many scenarios where I have felt ill from the beginning of the exam until it ends. This means that I cannot complete the exam to my full potential. Although I have 50% extra time already, it still isn’t enough to award me with the grade that I deserve. A good example of when this happens was during my recent marketing exam. This test is heavily dependent how fast students can write their answers, and you have to produce a certain number of words to get a high grade. This is something that I find tricky, as I have diagnosed difficulties with fine motor skills. I often start panicking because I am unable to type fast enough. These feelings are extremely common in autistic individuals. Many students feel anxious and even lack the motivation to take the exam, because to them, it’s an unpredictable experience with a possibly disappointing outcome. They know that they have the knowledge, so why should they be pressured under extreme time limits to prove it?

Another challenge I faced was with my overall grades. According to AQA, the grades for each subject are decided by comparing marked papers from the current and previous years, and then deciding what the minimum mark for each grade should be. This means that only the top percentage of students will get the top grade, whilst the students who may struggle will be awarded lower. This reality hit hard for me on GCSE results day last year. It was clear that I had the knowledge to be an A-grade business student. But because I struggled with these types of situations, I wasn’t able to reach the same level as neurotypical students, and I failed an exam for a subject that I was good at. But it wasn’t just me. A lot of SEN students will have experienced the same problem. In 2019, it was reported that only 30.7% of SEN students achieved an A* in GCSEs, compared to 53.7% of neurotypical students. In addition, only 33.1% of SEN students passed English and Maths, compared to 78% of neurotypical students. SEN students are struggling to complete exams to the same level, and they are ultimately getting lower marks.

I have struggled with exams for many years. I have applied for an EHCP to get 100% extra time, and I have been looking for an exam-free course at University. However, I have heard something recently that makes me feel encouraged. Some universities are now assessing SEN students differently. They are now being offered open-book exams to be completed within a 24 hour period. This gives students the time needed to answer questions, take breaks and submit their work. Students can also choose the location where they are working, with some students opting to complete the exam at home.

This is great news for the neurodivergent community.  SEN students just need to be trusted. Why don’t exam boards roll out this approach at an earlier stage in schools and colleges, as soon as public exams are involved? We aren’t about to go into an office and complete a test under timed conditions, so why does it need to be put into practice? Education is there to prepare you for the workplace, not put you under unnatural pressure.

Before I go, I would like to hear your views on this. Do you think that SEN students should be assessed differently?

I hope you enjoyed this blog post, and I can’t wait to see you back next week!