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Table 1 Design recommendations for equity in access

From: Designing out barriers to student access and participation in secondary school assessment

Visual accessibility
The layout helps the students access the important elements of the task
  • The most important information is easy to find
  • White space is used to separate sections
  • Text size aids readability (11 or 12 point font with 1.5 line spacing)
  • Margins are left-justified
  • Visual cues direct student attention
  • Information that is irrelevant to students is not included
Procedural accessibility
 Consistency and clarity of instructions
  • Authentic context is relevant
  • Common access barriers have been addressed in the design
  • The task, objectives and criteria align
  • Students are able to respond within the prescribed conditions
  • Enough space and resources are provided for responses
  • The assessment is scheduled to give students the best opportunity for success
  • Processes for evaluating quality are clear
  • Authentication strategies are included
  • Student feedback on the draft task was sought
  • Teacher peer feedback on draft task was sought
Linguistic accessibility
 Directions are clear
  • Instructions are clear and direct
  • Sentences are short and simply structured
  • The language is free of bias
  • Specialist language is defined using student-friendly terms
  • Information is stated once only and if it needs to be referenced more than once, consistent terminology is used