Providing alternative assessment as a reasonable adjustment

This guidance supports staff in designing and implementing alternative assessments in line with LJMU’s Assessment and Feedback Policy. It ensures equitable treatment for students while maintaining academic standards.

Principles of alternative assessment

  • Equivalence: Alternative assessments must assess the same learning outcomes and be of the same level and standard as the original assessment.
  • Fairness: No student should gain an unfair advantage or disadvantage.
  • Accessibility: Design alternatives that accommodate diverse needs without unnecessary complexity or cost.
  • Transparency: Communicate requirements and criteria clearly to students.

When you should provide an alternative assessment

  • Response to individual circumstances: An alternative assessment can be offered as a reasonable adjustment for a student who has a long-term illness, disability, or challenging personal circumstances. Typically, these will be identified in an Individual Student Learning Plan. The alternative assessment should be appropriate for the student’s condition.
  • Operational issues: If there are exceptional circumstances that make the original assessment inviable (for example material irregularities) then an alternative assessment can be given to the whole cohort with approval from the Assistant Academic Registrar.

Considerations when designing an alternative

  • The alternative assessment must align with the relevant learning outcomes of the validates module.
  • The alternative assessment must maintain academic rigour and standards.
  • An alternative can constitute a change in the operation of assessment (for example replacing a written exam with viva) or the method of assessment (for example replacing an essay with a project).
  • The alternative assessment must be feasible and affordable.

Approval needed for an alternative assessment

  • External Examiner Approval is required for all alternative assessments.
  • Permanent changes to a module assessment strategy require PMAP approval.

What you should do to manage alternative assessment

  • Needs assessment: Refer to Individual Student Learning Plan or discuss needs with the disability support team. If appropriate, discuss the student’s needs with the student.
  • Design the alternative: Ensure equivalence and alignment with learning outcomes.
  • Seek approval: External examiner approval is required.
  • Communicate clearly: For individual students, email with deadlines and feedback timelines. For cohorts, provide this detail on the VLE.
  • Moderate: Utilise a moderation process to ensure consistency.

When should you not provide an alternative

Assuming a student or cohort alternative meets the criteria outlined above, it is highly unlikely that an offering alternative is inappropriate. However, there are exceptions:

  • PSRB requirements: Professionally accredited programmes may restrict alternatives – please confirm with PSRB.
  • Impracticality: Alternatives can be rejected if impractical or excessively costly, but this requires approval from the Associate Academic Registrar.

Examples of alternative assessments

The identification of a suitable alternative is dependent on context and the nature of the student need. There are typical categories of alternatives, and these are:

  • Extra time: giving students more time to complete the assessment task. This is often in the context of an examination but could relate to an extended coursework deadline.
  • Modified conditions: providing a different environment for assessment, such as providing a quiet room or allowing breaks.
  • Alternative formats: changing the organisation of the assessments, for example a verbal presentation instead of a written report.
  • Use of technology: letting students use technology, such as speech-to-text software in completing assessments.
  • Adjusting tasks: providing additional scaffolding or more explicit instruction.

You can find some alternatives below to illustrate the range of possibilities open to module leaders.

Timed written exam

  • Extended time
  • Oral exam
  • Use of assistive software

Essay or report

  • Use of dictation software
  • Audio or video submission
  • Shorter sections with equivalent outcomes

Presentation

  • Pre-recorded video presentation
  • Poster or infographic
  • Written script instead of verbal delivery
  • Presenting to a smaller audience

Practical or lab work

  • Virtual lab simulation
  • Written reflective report
  • Demonstration via video

Group project

  • Individual project option
  • Use of asynchronous collaboration tools (for example discussion boards)

Research or fieldwork

  • Virtual field trip
  • Case study analysis
  • Data analysis using provided datasets

Reflection

  • Audio commentary instead of written reflection

Viva or oral exam

  • Written submission
  • Recorded responses
  • Extended preparation time