Accessibility in exams for students from different cultural backgrounds

Abstract

Students within the UK education system have a wide range of backgrounds and experiences. Despite efforts to improve equality, diversity and inclusion within qualifications, it is possible that some students may still be disadvantaged by aspects of assessment based on their individual characteristics, including their cultural background.

This review summarises the key findings around exam accessibility for students with different cultural backgrounds and identifies areas for future exploration. It is part of a series of rapid evidence reviews shaped by Ofqual’s consultation on designing and developing accessible assessments. Other reviews focus on D/deaf students, students with learning difficulties, students with visual impairment, students on the autism spectrum, and students with English as an additional language.

Keywords

• Accessibility
• Assessment Design
• Attainment
• Fairness
• Social Equity
• Teachers