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1Scan for outdated or missing drivers - takes under a minute2Clear out junk files and repair common Windows errors3Fix the driver behind crashes, sound loss and screen glitchesMake a digital exam accessible by removing interface and presentation barriers without changing the knowledge or skill being assessed. Start with the assessment objective, build structured content, test the real questions and delivery system with the assistive technologies candidates use, and agree on an individual adjustment plan with the student and the relevant exam provider. Screen readers, alternative formats, typing, readers or scribes, extra time and rest breaks may all be appropriate, but no arrangement is automatic in every jurisdiction or for every assessment.
1. Start with what the exam is meant to measure
Accessibility decisions are valid only when they are tied to the assessment objective. For every question, record the knowledge, reasoning, communication or practical skill it is intended to measure. Then separate that objective from incidental demands created by the interface, such as locating a button, interpreting decorative colour, dragging an object or reading an image that has no accessible equivalent.
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The goal is not to make every task identical for every candidate. It is to remove an irrelevant barrier while retaining the standard the exam is supposed to measure. If a task cannot be accessed with a particular adjustment without changing that standard, adapt the task or use an alternative that measures the same objective.
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- Write the objective. State the observable outcome in plain language, such as “interpret the trend in the data” or “produce a grammatically accurate response.”
- List the task demands. Include reading, visual interpretation, timing, typing, pointing, audio, navigation and any software-specific action.
- Mark irrelevant demands. A colour-only legend is irrelevant to a history question unless colour recognition is the skill being assessed.
- Choose an access route. Decide whether a text alternative, keyboard path, assistive software, extra time, rest break or a redesigned item removes the barrier.
- Check validity. Confirm that the change does not supply the answer or remove a skill the specification explicitly requires.
2. Create accessible exam content before it reaches the platform
Language and layout
Use direct wording, consistent terminology and a predictable visual hierarchy. Give each question a clear heading or label, keep instructions close to the response area, and avoid long blocks of text when numbered steps or short paragraphs convey the same information. Define an abbreviation the first time it appears and do not rely on a change in font, position or colour alone to show that something is important.
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Keep controls and response fields in a logical reading and tab order. Use the same location and label for actions such as “Save answer,” “Next question” and “Submit.” Tell candidates whether moving forward is reversible, whether answers save automatically and how much time remains. These details reduce cognitive load for everyone and are especially important for users navigating with a keyboard or speech input.
Colour, contrast and non-text information
Never make colour the only way to identify a status, category, error or answer. Pair it with text, a pattern, a shape or an explicit label. A red mark should also say “incorrect” or “required,” and a graph’s series should have text labels or a table, not only coloured lines. Check that text, controls and focus indicators remain distinguishable in the display settings candidates are permitted to use.
Images, diagrams, audio and video
Decide what information an image contributes. A decorative image can have an empty alternative description; a diagram that carries the question’s evidence needs a useful text description, a data table, a tactile or enlarged version, or a redesigned item. A description should communicate relationships and values relevant to the answer rather than merely naming objects in the picture.
Provide captions or transcripts for spoken content. If listening comprehension is the intended construct, an equivalent audio route may be essential; if audio is only delivering instructions, a readable transcript may remove an unnecessary barrier. Confirm that any media controls can be operated from the keyboard and announced by the screen reader used in testing.
Tables, equations and converted formats
Build data tables with real row and column headers so assistive technology can identify each cell’s context. Do not use spaces or repeated tab characters to imitate a table. Give equations a format supported by the technologies approved for the exam, and provide a tested alternative when a candidate’s software cannot interpret the notation.
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When producing large-print, braille or other digital versions, check the converted document rather than assuming the source is preserved. Recheck question numbers, references, symbols, line breaks, page or screen order and the relationship between a prompt and its answer field. A conversion error can change meaning even when the original file was accessible.
3. Test the real exam with the real interaction patterns
A platform’s accessibility statement is not proof that your assessment works. Test the actual item types, navigation, response fields, attachments, timers, review screen and submission process with the assistive technologies candidates may use. Use appropriately validated information about the approved versions of screen readers, voice recognition, magnification and other tools, and resolve incompatibilities before exam day.
Minimum interaction test
- Keyboard only: reach every control, open every question, enter an answer, move between fields, review a response and submit without a mouse. Verify a visible focus indicator and a logical tab order.
- Screen reader: hear question headings, instructions, labels, table headers, error messages, time information and confirmation messages in the intended order. Ensure unlabeled buttons and duplicated announcements are fixed.
- Speech input: dictate into each response type, select options, move focus and correct an error. Test whether custom widgets accept commands without requiring precise pointer movement.
- Magnification and reflow: enlarge text and inspect whether prompts, answer boxes, graphs and navigation remain usable without horizontal scrolling that hides content.
- Assistive software workflow: launch the approved tool, open the exam, move between the tool and the exam, save work and recover after a temporary connection or application interruption.
Test every question pattern, not just the home screen
Include multiple-choice, matching, free text, file upload, equations, tables, drag-and-drop, hot spots, graphs, maps and timed interactions if they appear in the exam. A keyboard path that works for a text question may fail on a drag-and-drop item; a screen reader may announce a graph’s title but not its data. Record the exact failure, the affected technology and the proposed correction, then retest the corrected item.
Pre-exam technical checklist
| Check | What to verify | Evidence to retain |
|---|---|---|
| Access and authentication | The candidate can sign in, complete any identity step and reach the exam using approved settings. | Successful run-through and documented fallback. |
| Question navigation | Headings, question numbers, status, review controls and the next/previous route are understandable. | Keyboard and screen-reader notes for each item type. |
| Responses | Every answer field has a usable label, accepts the permitted input method and saves correctly. | Saved-answer and recovery test. |
| Timing | Extra time, paused or supervised rest breaks and any timer announcement behave as approved. | Test account log or invigilator record. |
| Submission | The candidate can submit, receives confirmation and can obtain help if submission fails. | Confirmation screen and escalation contact. |
4. Match accommodations to the individual barrier
Accommodations are individualized. Discuss how the disability affects this particular assessment, which barrier results, and what change addresses it while preserving the required standard. A student may use different arrangements for different subjects or task types. Examples below are possibilities, not universal entitlements.
| Barrier or need | Possible arrangement | Implementation questions |
|---|---|---|
| Difficulty reading standard on-screen text | Screen reader, magnification, reflow, large print or another accessible digital format. | Are headings, tables, equations, images and error messages exposed correctly? Is the chosen format available before the exam? |
| Difficulty producing handwritten work | Typing, speech-to-text or approved assistive software. | Does typing measure the same skill? Can the candidate edit, save and submit without losing formatting? |
| Motor or visual barrier with pointer controls | Keyboard operation, alternative input, a reader or a scribe where permitted. | Can the person control the tool independently, and are dictated responses recorded accurately? |
| Processing, fatigue or medical needs | Extra time, supervised rest breaks, a pause arrangement or a different session plan. | Is the timer stopped as approved? Who supervises a break, and how is confidentiality maintained? |
| Need for an accessible representation | Modified diagrams, tactile or enlarged material, a transcript or an alternative item. | Does the representation preserve all information needed for the objective without giving an answer? |
Document the operational details: permitted software and versions, whether internet access is restricted, who provides equipment, how a reader or scribe records responses, how breaks are supervised, and what happens if technology fails. Share only the information staff need to deliver the arrangement and protect the student’s privacy.
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5. Resolve conflicts between an adjustment and the task
Some accommodations work for one item but not another. Review these conflicts at question level rather than granting or rejecting an arrangement for the whole exam.
Graphs, maps and images
A screen reader cannot infer a trend from an unlabeled visual. Supply structured data or a detailed equivalent when the objective is interpretation. If the objective is specifically visual-spatial analysis, consult the relevant specialist and exam provider about a tactile, enlarged or otherwise equivalent task. Do not replace the evidence with a verbal hint that reveals the answer.
Timed interactions
Extra time may be unsuitable for a task whose construct is rapid response, but it may be essential when the standard time merely creates an access barrier. Consider whether the task can be redesigned to measure the same skill without an inaccessible gesture or whether a separate equivalent item is needed. Record the rationale.
Language and communication tasks
A reader, translation aid or speech-to-text tool can alter a language construct if the exam is measuring decoding, spelling or spoken production. If the tool changes what is being measured, consult the specification and provider about an alternative assessment route rather than treating the tool as automatically permissible.
6. Prepare students and staff before the assessment
Give candidates clear instructions about the interface, timing, permitted tools, help route and their approved adjustments. Provide a realistic familiarisation opportunity using the same question types and assistive-technology settings. A demonstration video alone is not enough for a candidate who needs to practise keyboard commands, speech input or a rest-break procedure.
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Train invigilators and technical staff on the approved plan, privacy boundaries and escalation path. They should know how to distinguish a routine help request from a technology failure, how to pause or record time when authorized, and whom to contact without asking the student to disclose unnecessary medical information.
Day-of contingency plan
- Provide a named contact for access and technical issues before the session starts.
- Check the candidate’s approved setup privately, including assistive software, headphones, keyboard and display settings.
- Explain how to signal a problem and whether the clock continues while help is summoned.
- If a failure occurs, preserve the candidate’s work, record the time and action taken, and follow the institution’s or provider’s interruption procedure.
- Offer the approved alternative or rescheduling route; do not improvise an accommodation that changes the standard.
Exact procedures, deadlines and authority to pause or reschedule are institution- and provider-specific. Confirm them in writing before the assessment.
Independent reader supportYour contribution helps us test, update, and keep practical guides available for everyone.7. Understand the jurisdiction before promising an arrangement
Legal duties and application processes differ. The sources cited here cover England and the United States; neither set of guidance should be treated as a universal rule.
| Location | Relevant guidance | What it means for practice |
|---|---|---|
| England | Department for Education guidance on reasonable adjustments and access arrangements for qualifications; Ofqual guidance on assessment design and compatibility. | Examples include assistive software and extra time. The awarding organisation, qualification rules and evidence requirements determine what can be approved. |
| United States | U.S. Department of Justice guidance on testing accommodations under the Americans with Disabilities Act. | Testing entities must offer exams in an accessible manner so people with disabilities can fairly compete. The entity’s process determines documentation, deadlines and permissible arrangements. |
Ofqual’s 2022 announcement stated: “Exams and assessments must remain rigorous but must not unfairly disadvantage any student because of poor design or presentation.” The U.S. Department of Justice similarly states: “The Americans with Disabilities Act (ADA) ensures that individuals with disabilities have the opportunity to fairly compete for and pursue such opportunities by requiring testing entities to offer exams in a manner accessible to persons with disabilities.” These statements describe obligations, not a single worldwide application process.
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Ask the school, university, disability service, awarding organisation, regulator or testing entity for the current request deadline, documentation standard, approved technology list and appeal route. Do not infer a deadline or evidence requirement from another country or another exam provider.
8. Treat extra time as an evidence-based, individual decision
Twenty-five per cent extra time is discussed as a common arrangement in Ofqual’s 2025 report, but it is an example and research topic, not a universal entitlement or prescription. The report says the evidence is limited in its direct applicability to England’s GCSE, AS and A-level context because much existing research comes from U.S. university assessments in English and mathematics. It reports that effects vary by circumstance: extra time is generally helpful, while its usefulness is lower when the standard duration already lets students attempt tasks without undue time pressure.
Therefore, do not apply a fixed percentage to every candidate or question. Examine the functional barrier, the standard timing, the item demands and the approved arrangement. For some students a supervised rest break, accessible format or better navigation removes the problem more effectively than a longer clock.
9. Compare options with a consistent decision framework
When several solutions are possible, score each against the same five questions:
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- Barrier fit: Does it remove this student’s specific disadvantage?
- Technical reliability: Does it work with the platform, browser, assistive technology and every relevant item type?
- Construct preservation: Does it retain the knowledge or skill the assessment intends to measure?
- Practical impact: Can staff provide the time, training, equipment, supervision and privacy controls?
- Rule compliance: Is it allowed by the applicable specification, regulator and exam provider?
A technically elegant option is not suitable if it fails one of these tests. Record the decision and the reason so the student does not have to renegotiate the same barrier at every sitting.
10. Review what happened and improve the next delivery
After the exam, ask the student and invigilators what worked, where access broke down and whether the adjustment preserved the intended task. Check incident records, unanswered or abandoned items, conversion errors and support requests. Treat feedback as evidence for the next delivery, not as a reason to blame the candidate.
Fix recurring content or interface problems in the item bank, update assistive-technology test scripts and refresh staff instructions. Reconfirm arrangements when the platform, browser, question type, qualification specification or student’s needs change. This continuous review is a practical safeguard because compatibility can fail even when a platform was previously usable.
Quick Recap
Practical release checklist
- Every question has a documented assessment objective and identified access demands.
- Instructions, headings, labels, focus order and response fields are consistent and keyboard operable.
- Colour is not the sole carrier of meaning; images, tables, equations and media have tested alternatives.
- The exact exam has been run with the relevant screen reader, speech input, magnification or other approved technology.
- Each student’s arrangement is individualized, documented and checked against the assessment construct.
- Students have practised the real interface and know the timing, break and help procedures.
- Staff know the private escalation route and the technical-interruption plan.
- Jurisdiction-specific eligibility, documentation and deadlines have been confirmed with the provider.
- Post-exam feedback and incidents are recorded for the next delivery.
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