- Language modification of examination papers for General Qualifications to improve accessibility for HI candidates is carried out according to the principles identified in a document called "Language of examinations" (it is not compulsory to use it!).
- The style of language modification should be consistent throughout the paper.
- Some jargon or specific technical language is part of the required knowledge of the subject and should not be replaced.
- Weak readers find it easier to have introductory information followed by a question in a simple form presented as a separate sentence and on a separate line.
- Some grammatical structures and terms are difficult for weaker readers.
- Modification involves professional judgement and not everyone will agree with the modifications adopted in every paper. The important thing is to understand the range of modifications that may be used and to ensure that candidates are familiar with them.
Preparing candidates
An understanding of how examination papers are modified may help you to determine whether a modified paper may be suitable for a candidate or when preparing candidates for assessment using a modified paper.
You may also find modification methods to be useful when producing your own everyday materials.
This activity gives an introduction to how various question types may be modified.
Guidance
The guidance provided in this activity is designed to give you an introduction to some of the concepts involved in modification and is by no means comprehensive.
Language modification of examination papers for General Qualifications to improve accessibility for HI candidates is carried out according to a document called "Language of examinations", which is available on the BATOD website.
There are some basic principles for modifying the language of an examination paper:
Separate the question from the information
Weak readers find it easier to have introductory information followed by a question in a simple form presented as a separate sentence and on a separate line.
Use shorter sentences
Shorter sentences are easier to assimilate and are less likely to include difficult grammatical structures such as multiple clauses and embedding.
Separate multiple questions
Examiners sometimes include several parts of a question in one sentence. These should be separated and presented as individual items.
Subject knowledge
Successful modification depends on knowing what the examiner is expecting from the candidate. Subject knowledge also helps to identify technical vocabulary.
Familiar terms
Choose the most frequently used word or phrase when possible for the nontechnical terms (in the carrier language); for example, 'make' not 'produce', 'use' not 'utilise', 'need' not 'require'. The 'COBUILD' dictionaries identify the frequency with which words are used.
Grammatical structures
Some grammatical structures and terms are difficult for weaker readers. You will look at this in more detail below.
Paragraphs
Consider modification of paragraphs and full sentences rather than of phrases and single words. It is possible to use bullet point lists, tables and diagrams if they solve a carrier language difficulty.
Jargon
Include jargon or specific technical language only if understanding or using it is a requirement of the assessment.
Abstract nouns
Use verbs/adverbs rather than the related abstract nouns. For example, rather than 'What steps can you take to ensure the protection of steel from rust?' use 'How can you protect steel from rusting?'
Source material
Material quoted from a source should not be modified eg a passage from a novel.
Multiple-choice questions
Multiple-choice questions can be very challenging linguistically and need to be very carefully written.
Simplified vocabulary
Weaker readers find the following difficult to understand:
- double meanings (for example: present, stable, key)
- idioms (for example: trigger off, wide of the mark)
- jargon (for example: hype, spin-doctor)
- dense text, unnecessary words and metaphors, clumsy phrases and redundant information.
The style of language modification should be consistent throughout the paper.
Using simplified terms that are familiar and more commonly used will help to make the language more accessible.
Pair up the following terms to show how the difficult term could be replaced with a simpler equivalent.
Drag each item or select an item and then select its destination.
Select this link for a text version of this activity.
The feedback will appear directly after the check response button.
Remember that some jargon or specific technical language is part of the required knowledge of the subject and should not be replaced.
Some terms have become a regular feature and style of examinations. Even though it looks like they might be simplified, they have become so commonplace they are unlikely to be changed so it is worth supporting candidates in becoming familiar with these terms and the style used in past papers in general.
An examination paper contains a lot of instructions for how to proceed. These should not be a barrier to a candidate accessing the assessment requirements.
Some general instructions are given at the front of the paper. There is usually some form of direction and instruction with each question.
For example:
- Advice — given in the second person
- "You must use all the information to get full marks"
- Instructions — in the plain imperative
- "Answer five questions"
- Repeated instructions — shown at the point of use even if stated on the front page
- "Answer two questions from Section A"
"Answer two questions from this section"
- Arrangement — separate out the instructions
- "Answer two questions"
"Choose one question from Section A and choose one question
from Section B"
- Marks — given in brackets at the end of the question (or question part)
- (4)
Original version
Indicate the length of each field, and hence calculate the maximum length of one record.
Modified version
First the system does validation tests, then you input the data
Give a suitable example.
Then calculate the maximum length of one record.
You might lose data from the ENTRY file.
You need to reduce the risk of losing data from the entry file.
Describe a suitable backup system.
Modifications
- the questions have been separated from the information.
- multiple questions have been separated.
- shorter sentences are used for the questions.
- item (b) is unchanged.
Difficult grammar
Some grammatical structures are particularly difficult for weak readers, including many deaf candidates. The focus here is to show how to recognise difficult structures rather than to provide model modifications.
Weaker readers find the following grammatical structures difficult to understand:
- the passive or impersonal voice
- phrasal verbs (for example; get up, cut off, put over, fall in, set to, etc.)
- subordinate clauses
- adverbial connectors
- two adjacent negatives
- embedded questions
- ellipsis
- difficult question words eg 'how'
- non-finite clauses
- combinations of adjacent issues eg a relative clause and a passive
Modification of difficult grammatical structures
Here are some examples of difficult grammar and some suggestions for modification.
Subordinate clauses
Complex sentences are created when subordinate clauses are linked to the main clause in a sentence. Weak readers often find such sentences hard to interpret. To make a text easier to read, we can reduce the amount of subordination, or make sure that where it does occur, it is in short, easy-to-read sentences.
Most subordinate clauses are introduced by a connecting word.
The most common subordinators include: who, what, which, whose, where, when, how, if, whether, that
Very often, using a complex sentence is a way of condensing a lot of information into a small unit of writing. These can be very hard for weak readers.
Original version
Modified version
But what would happen if the audience could not see the players?
The psychologists wanted the audience to wear blindfolds.
They thought the effect of the audience on the players would then disappear.
Modifications
- Clauses have been separated.
- The term 'blindfold' has been clarified.
- Note that, the text has become longer but is clearer to a weaker reader.
Impersonal and passive verbs
Passives are widely used in educational texts, particularly for science or technical subjects. The passive voice is useful because the focus is on the process, not on who did it. Good readers can deduce who did it and interpret the verb phrases correctly. Weak readers don't always get the overall idea of what has happened.
Original version
Modified version
He puts a white-hot rivet in the hole through the two plates.
Then he hammers the head of the rivet until it is flat.
The rivet cools and the plates are now very tightly held together.
Why are the plates held so tightly together, now they are cold?
Modifications
- Passive verbs changed to active.
- A character (the metal worker) is introduced to make the verbs active.
- Note that, there is still one passive verb here ("plates are now") but the sentence is much shorter.
Some examiners do not like the introduction of characters and particularly not names.
Question writers often introduce names to avoid the passive, but in some cases this backfires because weak readers do not always recognise them as names, especially when they come at the start of a sentence.
Embedded questions
This format is often used in tests and exams. Weak readers are penalised because they can't easily see what the question is asking.
In this example there are two questions implied.
Original version
Modified version
Explain how they used to fit wooden boards to the table frames.
We use man-made boards to make table tops now.
Explain how we fix man-made boards to the table frames today.
Modifications
- The information is provided first.
- The question is in a separate sentence.
- The two questions are stated explicitly.
Modifying longer texts
Some extended material such as source material, information or case studies may require modification.
A number of techniques can be useful:
Red-pen editing
Remove any unnecessary information
Re-organisation
Put the information in a logical order
Create fact files
Separate facts into lists or bullet points
Tabulation
Put data into tables to make the information clearer
Create webs
Use spidergrams or other diagrams to illustrate information
Highlighting
Use bold and avoid capitalisation
Frame key instructions
Use boxes to focus attention
Create headings
Draw attention to and identify the nature of the information
Re-draft
Rewrite using the language modification guidance
Identifying multiple issues
Explore this question to identify possible language issues.
Select the various parts of the text or use the 'next' button to identify items that some candidates might find difficult.
Original version
Select 'next' or explore the diagram to identify items that some candidates might find difficult.
The feedback from using the 'next' button will appear in the text box above.
Select the 'reveal' button to look at a modified version of the same question.
The answer will appear after the reveal button.
Range of modification possibilities
Modifiers exercise their professional judgement in order to ensure that the key principles of modification are upheld. There is no single correct way of doing this and not all teachers will agree with the modifications adopted in every paper.
The important thing is to understand the range of modifications that may be used and to ensure that candidates are familiar with them.