AARA for summative assessment in subjects — Applied, Applied (Essential), General, General (Extension) and General (Senior External Examination) — and Short Courses may be either principal-reported or QCAA-approved.
6.4.1 Making decisions about AARA
The principal is responsible for making decisions about the type of AARA and for following guidelines about recording information and seeking QCAA approval. When making decisions for principal-reported AARA or when QCAA approval is required, they make decisions based on the particular context for an eligible individual student, for a particular assessment.
Principals consider the limitations and restrictions and functional impact of the disability, impairment, medical condition or other circumstances and the specific types of adjustments that allow individual students to access the assessment and/or demonstrate what they know or can do. The decisions about adjustments may not be the same for every student or the same for each student for every assessment. Teachers and schools rely on evidence to make professional judgments about the types of adjustments provided for students. This evidence will reflect a wide range of practices of teachers and schools in meeting the educational needs of their students consistent with obligations under the DDA, the DSE and best teaching practice.
The adjustment/s should not prevent the student from demonstrating the objectives of the assessment.
The decisions may involve an adjustment to:
- how the instrument is presented to the student (e.g. for a student with a hearing impairment verbal instructions may be provided as written instructions)
- how the student responds to the assessment (e.g. a student with Developmental Coordination Disorder — DCD may complete the assessment using a computer with approved software)
- the time allowed (e.g. a student with attention deficit hyperactivity disorder (ADHD) may have five minutes per half-hour extra time provided in supervised assessment)
- the scheduling (e.g. a student completes an assessment at a later time than others because of a car accident on the day of the assessment)
- the environment in which the assessment is undertaken (e.g. a student may sit in a different room to the other students as they need a reader)
- the mode of the assessment (e.g. a student with an injury may perform a different physical activity from the rest of the cohort in Physical Education in order to be able to demonstrate the unit objectives).
6.4.2 Application and notification process
The school that is the MLP submits applications for QCAA-approved AARA, and/or notifies the QCAA of any principal-reported AARA, via the QCAA Portal. This is required for students undertaking summative internal and external assessment in Units 3 and 4 of Applied, Applied (Essential) and General syllabuses, and for assessment in Short Courses, and in General (Extension) and General (Senior External Examination) subjects. Schools manage processes for Units 1 and 2 and do not need to apply to the QCAA or notify the QCAA of principal-reported AARA. The MLP must communicate the QCAA’s decision, and any relevant information, to any other learning providers or venues, who then enact the access arrangement or reasonable adjustment for assessment. Learning providers should work collaboratively with MLPs.
Where students do not have an MLP that is a school they should contact the QCAA for application details. For more information, see Section 6.5.4: Supporting documentation.
AARA in Units 1 and 2
Schools make decisions about AARA for Units 1 and 2. They ensure that for Applied, Applied (Essential) and General subjects the AARA implemented for an eligible student for Unit 1 and 2 assessments are aligned to those that are available for summative assessments in Units 3 and 4. Provision of AARA by a school for Unit 1 and 2 assessments does not guarantee that students will be provided the same AARA for assessment in Units 3 and 4.
In approving AARA, a principal or principal’s delegate must:
- be reasonably satisfied that the need for the AARA exists based on the functional impact on that individual student
- be able to provide evidence to justify the decision.
Evidence of AARA being enacted for a student in Unit 1 or 2 will be considered as part of an application for the same AARA in Units 3 and 4.
Detailed description of this diagram
Principal-reported AARA in Units 3 and 4
Principal-reported AARA are specific practical arrangements and adjustments authorised by the principal or principal’s delegate for an eligible student, for example, approving an extension, changing the due date and/or providing a comparable assessment if necessary.
In approving AARA, a principal or principal’s delegate must:
- be reasonably satisfied that the need for the AARA exists, based on the functional impact on that individual student
- be able to provide evidence to justify the decision.
Schools must notify the QCAA, via the QCAA Portal, of principal-reported AARA for students undertaking summative internal assessment in Units 3 and 4 of Applied, Applied (Essential), General and General (Extension) subjects, and for summative external assessment in General, General (Extension) and General (Senior External Examination) subjects.
Schools retain supporting documentation for principal-reported AARA (see Section 6.4.5: Supporting documentation for QCAA-approved AARA). Schools may be required to supply a copy of supporting documentation as part of the quality assurance processes for AARA or as part of a review process.
The QCAA publishes timelines for principal-reported AARA to enable schools to meet their reporting requirements and prepare for external assessment.
QCAA-approved AARA in Units 3 and 4
The QCAA is responsible for approving identified AARA for students undertaking summative assessment in Units 3 and 4 of Applied, Applied (Essential), General and General (Extension) subjects, summative assessment for Short Courses and for external assessment in General, General (Extension) and General (Senior External Examination) subjects, as defined in ‘Table: Adjustments requiring QCAA approval’ (below).
QCAA-approved AARA are specific practical arrangements and adjustments that can only be approved by the QCAA following consideration of supporting documentation submitted with the AARA application via the QCAA Portal.
Schools must submit applications for QCAA-approved and/or notify principal-reported AARA to the QCAA on students’ behalf, via the QCAA Portal.
Type of assessment | Adjustment |
|---|---|
Summative assessment — internal examination |
|
| Summative assessment — common internal assessment for Applied (Essential) subjects |
|
Summative external assessment or SEE |
|
Detailed description of this diagram
6.4.3 Timelines
It is best to apply early to ensure timely decisions and confidence for students. Applications submitted close to the due date for assessment (published in the SEP calendar) should not be for known long-term conditions.
| Type of AARA | Unit 3 and 4 General subjects — internal assessments | Unit 3 and 4 General subjects external assessments and General (SEE) subjects |
|---|---|---|
Alternative format papers, e.g.
| Due dates are determined by the school. | Applications for Phase 1 and 2 CIA are due by the end of Unit 2. All other applications for alternative format papers are due by the end of February in the summative year. For General (Senior External Examination) subjects, contact the QCAA AARA Unit as soon as possible after registration. Late applications may not be possible, as significant advance notice is required for design and production. |
QCAA-approved AARA (including in combination with principal-reported AARA) | For existing long-term and chronic conditions — applications are due by completion of Units 1 and 2. For all others, applications are due as soon as possible before the assessment event. | For existing long-term and chronic conditions — applications are due by the end of Term 1 in the summative year. For short-term conditions or temporary injuries that are unlikely to resolve before mid-October — applications are due by the end of Week 5 Term 3 in the summative year. AARA applications for General (Senior External Examination) subjects close in August on the date published in the SEP calendar. |
Principal-reported AARA only | Notification is due before the relevant confirmation event | Notification is due by the end of Term 3 in the summative assessment year. |
| Illness and misadventure | Apply principal-reported AARA before contacting the QCAA. | Contact the QCAA from 14 days before the start of the assessment period to 7 days after the assessment. |
| Note: Early applications benefit students and schools. If these timelines are not adhered to, the QCAA cannot guarantee that applications will be processed. Alternative format papers require extended timelines and detailed consultation to be produced. Schools must meet the timelines for these papers or the QCAA cannot guarantee that they will be produced. | ||
6.4.4 Possible AARA
The following table summarises possible principal-reported and QCAA-approved AARA. It is not exhaustive. Each individual student’s circumstances should be considered on a case-by-case basis, while balancing the interests of the individual and other parties. Schools are encouraged to contact the QCAA for pre-application advice about students’ needs for any adjustments not listed or where there are complex or extensive adjustments. Further details and resources can be found under AARA on the QCAA website. Email aara@qcaa.qld.edu.au or phone 1300 381 575.
| AARA | Description of possible adjustments to assessment and/or conditions | Approval type | ||||||||||||||||||||||||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Summative internal assessment | Summative external assessment | Senior External Examination | Common internal assessment | |||||||||||||||||||||||||||||||||||||||||||||||||
Alternative format papers | Examples include:
| Principal-reported | QCAA-approved | |||||||||||||||||||||||||||||||||||||||||||||||||
Assistance | Examples include:
| Principal-reported | QCAA-approved | Principal-reported | ||||||||||||||||||||||||||||||||||||||||||||||||
Assistive technology | Examples include:
The types of assistive technology that the student may use to complete assessment will depend on variable factors, including the nature and severity of the student’s disability and/or impairment and the functional impact related to the type and purpose of the assessment instrument. | Principal-reported | QCAA-approved | |||||||||||||||||||||||||||||||||||||||||||||||||
Bite-sized food | The student may take a sufficient quantity of bite-sized food in a clear container into the assessment room. Food must be unobtrusive in nature, i.e. not crunchy, strong-smelling or wrapped in noisy packaging. | Principal-reported | Principal-reported | |||||||||||||||||||||||||||||||||||||||||||||||||
Comparable assessment | An alternative comparable assessment that has not previously been administered to students in the subject cohort may be administered on a different date. See Section 7.4: Developing a comparable assessment instrument. | Principal-reported | Not applicable | Principal-reported | ||||||||||||||||||||||||||||||||||||||||||||||||
Computer | Desktop computer or laptop computer with an approved software application. | Principal-reported | QCAA-approved | |||||||||||||||||||||||||||||||||||||||||||||||||
Further information about computers and document formatting is supplied with the AARA decision letter for external assessment and is also available in the Computers and assistive technology information sheet. Schools should provide this information sheet to eligible students. | ||||||||||||||||||||||||||||||||||||||||||||||||||||
Drink | Allowing a drink other than water — that is required for a medical reason by the student — in the assessment room in a clear, unlabelled bottle. | Principal-reported | ||||||||||||||||||||||||||||||||||||||||||||||||||
Diabetes management | Examples include:
| Principal-reported | ||||||||||||||||||||||||||||||||||||||||||||||||||
Further information is available in the Diabetes management (PDF, 170.4 KB) information sheet. Schools are to provide this information sheet to eligible students. | ||||||||||||||||||||||||||||||||||||||||||||||||||||
Extension | An extension to the due date for submission or completion of an:
Extensions should not be applied as a matter of course, but only as required to meet individual student needs for individual assessments. | Principal-reported | Not applicable | |||||||||||||||||||||||||||||||||||||||||||||||||
Extra time | Additional working time at the rate of five minutes per half hour of examination assessment time. | QCAA-approved | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Further information is available in the Extra time factsheet. Schools should provide this factsheet to eligible students. | ||||||||||||||||||||||||||||||||||||||||||||||||||||
Individual instructions | AUSLAN interpreter for instructions. A clean, unannotated copy of the written instructions. The written instructions will be available for external assessment as a PDF document via the QCAA Portal for each subject. Schools should provide this document to eligible students. | Principal-reported | ||||||||||||||||||||||||||||||||||||||||||||||||||
Medication | Only prescribed medication may be taken into the assessment room in a clear container. | Principal-reported | ||||||||||||||||||||||||||||||||||||||||||||||||||
Physical equipment and environment | Examples include:
| Principal-reported | Principal-reported | |||||||||||||||||||||||||||||||||||||||||||||||||
Reader | A reader who reads the assessment or the student’s response aloud as often as the student requests. | Principal-reported | QCAA-approved | Principal-reported | ||||||||||||||||||||||||||||||||||||||||||||||||
Further information is available in the Readers and scribes factsheet. Schools should provide this factsheet to eligible students. | ||||||||||||||||||||||||||||||||||||||||||||||||||||
Rest breaks | Time to stop interacting with the test to manage condition or disability at the rate of five minutes per half hour of assessment time, taken at any time during the assessment. This does not require an application for extra time. With rest breaks, the finishing time is adjusted, but the working time is not changed. | QCAA-approved | ||||||||||||||||||||||||||||||||||||||||||||||||||
Further information is available in the Rest breaks factsheet. Schools should provide this factsheet to eligible students. | ||||||||||||||||||||||||||||||||||||||||||||||||||||
Scribe | Work with someone who transcribes the student’s verbal response or directions during the assessment. | Principal-reported | QCAA-approved | Principal-reported | ||||||||||||||||||||||||||||||||||||||||||||||||
Further information is available in the Readers and scribes factsheet. Schools should provide this factsheet to eligible students. | ||||||||||||||||||||||||||||||||||||||||||||||||||||
Varied seating | Varied seating, if needed, is determined by the external assessment (EA) coordinator or supervisor. Options include:
| Principal-reported | ||||||||||||||||||||||||||||||||||||||||||||||||||
Variations to venue | Changes to the assessment venue (generally a school campus) or assessment room may be made due to severe weather conditions or other incidents. Assessment venues are generally school campuses. Room changes are not required to be reported unless they impact on the assessment or students, e.g. during an assessment (see varied seating, above). Schools are required to keep records of student assessment locations through seating plans or other means, as appropriate. Changes need not be separately reported unless they impact on students, e.g. during an assessment. | Principal-reported | QCAA-approved | Principal-reported | ||||||||||||||||||||||||||||||||||||||||||||||||
Vision aids | Examples include:
| Principal-reported | ||||||||||||||||||||||||||||||||||||||||||||||||||
Other | Other AARA may be required, based on the functional impact of a student’s condition. Before creating an entry for ‘Other’ in the AARA application, and for advice about any other circumstances or adjustments not listed, contact the QCAA’s AARA Unit. | QCAA approved | ||||||||||||||||||||||||||||||||||||||||||||||||||
6.4.5 Supporting documentation for QCAA approved AARA
School statement
A school statement must be submitted with all applications for QCAA-approved AARA. It provides, for each student requiring AARA:
- a detailed overview of the observed impact of the student’s disability and/or medical condition on the student’s functioning during timed assessment
- a description of how the disability, impairment and/or medical condition is a barrier to the student’s access to the assessment and/or to the student’s ability to communicate a response to assessment
- a list of the student’s previous use of AARA in the school environment and the effectiveness of each AARA in removing barriers for the student in accessing assessment and demonstrating what they know and can do. Students should have AARA in place during teaching and learning for the disability, impairment and/or medical condition. The AARA that are in place for teaching and learning may not be appropriate for assessment.
The school statement should be prepared by the staff member/s most familiar with the needs of the student in relation to their disability, impairment and/or medical condition.
Except with the prior written agreement of the QCAA, applications for QCAA-approved AARA that are submitted by the MLP without an appropriate school statement will be declined until the appropriate evidence is provided. Applications are submitted through the AARA application in the QCAA Portal. For more information about submitting the school statement, see Access arrangements and reasonable adjustments (AARA).
For information about supporting documentation requirements for AARA applications in the case of imputed disability, for students completing senior school studies, see the following factsheet.
Student statement (optional)
The student may choose to submit their own statement with the application for QCAA-approved AARA about how their disability, impairment and/or medical condition affects them in assessment. However, the absence of a student statement does not disadvantage an AARA application.
Medical report
Applications for QCAA-approved AARA require the submission of a medical report that provides:
- diagnosis of disability and/or medical condition
- date of diagnosis
- date of occurrence or onset of the disability and/or medical condition
- treatment or course of action related to the disability and/or medical condition
- information about how the diagnosed disability, impairment and/or medical condition affects the student participating in assessment, particularly timed assessment when considering external assessment
- professional recommendations regarding AARA.
The medical report may be completed by a registered general practitioner (GP), medical specialist, psychologist, occupational therapist, physiotherapist or optometrist, a certified practising speech pathologist or a speech pathologist who is eligible for membership of Speech Pathology Australia (SPA) as a certified practising member. This practitioner must not be related to the student or employed by the school. Details of the diagnosis should be written by the practitioner who is best placed professionally to make the diagnosis.
The QCAA provides a medical report template, in the QCAA Portal, which may be used to complete the report but is not compulsory to use, that is, medical reports may use a different format, as long as they provide the required details. Furthermore, applications may not be medical in nature, in which case no medical report is needed.
Schools contact the QCAA for advice if a student is unable to provide a medical report. (See the AARA section for more information about the medical report template.)
Evidence of verified disability
When a student has been verified as part of the Education Adjustment Program (EAP), the formal notification of EAP provided by the relevant education authority may substitute for a medical report if it specifies that a review of EAP criterion 1 was not required. This applies to all EAP categories except social/emotional (see Section 6.4.5: Supporting documentation for QCAA-approved AARA).
Except with the prior written agreement of the QCAA, in cases when verification has expired or a review of EAP criterion 1 was requested, an updated medical report is required.
Other evidence
For eligible students, supporting documentation may also include:
- teacher observations
- results from standardised academic testing
- individual learning plans
- consultation/meeting records.
Where the condition is not medical, students may supply other relevant evidence including:
- police reports
- other government departments’ reports
- official notices.
Schools are to contact the QCAA for further advice where the evidence requirements cannot be met due to extenuating circumstances.
For principal-reported AARA, schools should keep supporting documentation at the school and may be required to supply the documentation as part of the quality assurance processes for AARA or as part of a review.
Currency of supporting documentation for QCAA-approved AARA
School statements should be current — they should be written at the time the application for AARA is submitted.
The currency of supporting medical documentation depends on the diagnosed disability, impairment and/or medical condition. See ‘Table: Summary of documentation requirements for QCAA-approved AARA’.
Long-term conditions that are unlikely to improve over time
Except in exceptional circumstances, and with the prior written agreement of the QCAA, for long-term conditions when the student is not covered by EAP verification or equivalent, medical documentation must be dated no earlier than 1 January of the year of the student’s Year 10 enrolment. This means that from the perspective of their Year 12 external assessment schedule, the maximum age of supporting medical documentation allowable is two years and 10 months.
Where a diagnosis has been made before Year 10, an update only is required. This may be substantiated by a medical practitioner, general practitioner, paediatrician, or other relevant allied health provider.
Where an application has been submitted for a student with a long-term condition and the condition deteriorates after the application decision, a further application may be submitted that provides updated information regarding the student’s condition. It must include a medical report that contains all the relevant and current adjustments recommended by the relevant practitioner.
Where notification of EAP substitutes for a medical report, the school must supply confirmation that a review of EAP criterion 1 was not requested prior to relevant summative assessment in Unit 3 and 4. If EAP verification has expired, or a review of EAP criterion 1 was requested, an update only is required. This may be substantiated by a medical practitioner, general practitioner or paediatrician.
Short-term conditions or temporary injuries
Short-term conditions may improve or deteriorate over time depending on a range of influences and factors.
Except in exceptional circumstances, and with the prior written agreement of the QCAA, supporting medical documentation for short-term conditions or temporary injuries, including mental health conditions such as anxiety and depression, must satisfy the following time specifications.
- Summative internal assessments in all subjects and Short Courses: medical documentation must be dated within the preceding six months of the relevant Unit 3 or 4 assessment event
- Summative external assessments or the Senior External Examination: medical documentation must be dated no earlier than 30 April of the assessment year. The QCAA may require an updated medical report closer to date of the scheduled assessment.
The following table is a summary of documentation requirements for AARA. The list of possible AARA is not exhaustive and depends on a student’s individual circumstances.
| Category | Medical report* | Other |
|---|---|---|
| Long-term conditions |
or
*An update only is required where a diagnosis has been made before Year 10 or a review of EAP criterion 1 was requested. |
|
| Temporary conditions |
|
|
| Short-term conditions or temporary injuries |
|
|
| Illness and misadventure |
*Required if the application is due to a medical condition. |
|
| Note: There is no requirement to upload supporting documentation for principal-reported AARA. *The QCAA provides a medical report template in the QCAA Portal, which may be used to complete the report but is not compulsory to use, i.e. medical reports may use a different format as long as they provide the required details. | ||
6.4.6 Reviewing a QCAA-approved AARA decision
A student may request a review of a decision about QCAA-approved AARA.
If a student has had one or more QCAA-approved AARA declined, and is dissatisfied with this decision, the student may apply for an internal review under section 79 of the QCAA Act. The application must be in writing, must address the grounds of the application, including any new evidence, and must be made within 14 days from the date of the decision notice. The application must be lodged by the school through the QCAA Portal.
The process and timeline for this review will depend on the type of assessment — internal or external.
Upon receiving the application, the QCAA will appoint internal review officers to consider all the information relating to the decision, including the reasons for the decision and the information on which it was based. The officers will be different from those who considered the original application.
The QCAA will consider the internal review officer’s recommendation and confirm or amend the original decision. Both the student and the school will be notified about the outcome of the review.
If the student is dissatisfied with the internal review decision, the school may apply under section 82 of the QCAA Act for an external review by the Queensland Civil and Administrative Tribunal.
For more information about review applications, phone the QCAA’s AARA Unit on 1300 381 575 or email aara@qcaa.qld.edu.au.
