Guidelines for readers of adjudication assessments

The role of a reader in a graduation assessment is to translate printed language into oral or manual language. Students who require readers for graduation assessment have had considerable experience in working with readers. As a result of their pre-assessment experiences, they have learned how to direct readers appropriately. They understand the essentially impersonal nature of the reader's role.

One reader should be assigned to each student for the entire assessment.

The student and reader should each have a copy of the assessment. Schools are provided with extra copies of assessments. If extra copies are unavailable, a copy of the assessment can be photocopied from the resource set.

A setting that is separate from the regular assessment room should be provided. An exception may be made for students with hearing impairments if the manual translation provides no distraction to other students. The setting should be quiet, well-lit and well-ventilated.

The assessment reader should have:

  • An understanding of the distinction between the helping role of the teacher/teacher assistant and the technical role of the reader
  • Demonstrated experience in reading graduation assessment following the attached guidelines
  • Demonstrated experience in reading graduation assessment following the attached guidelines
  • Adequate reading skills and knowledge of the subject area to read appropriately

Note: The assessment reader should be someone who has not been working with the student on a regular basis. The reader should not be the invigilator. However, should this be unavoidable, training in invigilation procedures is required. If the reader is also the scribe, qualification for both roles is required.

The reader should:

  • Review the role of the reader with the student and answer any questions about that role
  • Consult with the student to establish the most comfortable seating arrangement
  • Take direction from the student about how to begin the assessment (for example, a student may wish to have an overview of the contents of the assessment prior to beginning to write answers or may wish to use a variety of other test-taking strategies)
  • Consult with the student to determine which parts of theassessment to read (this may range from individual words, as requested, to entire assessment)
  • Read passages exactly as printed
  • Read at a rate that is comfortable for the student, monitoring to ensure that the pace is appropriate
  • Read with natural tone and inflection
  • Reread the passage upon request
  • Reread words only as requested
  • Present a neutral manner, being careful not to indicate a correct/incorrect response
  • Supervise breaks if the student has been given permission to take periodic breaks
  • After completing the assessment, return the assessment papers to the assessment supervisor

The reader should not:

  • Initiate the use of test-taking strategies (e.g. reading of questions prior to reading of passage)
  • Use voice tone or inflection to assist students to understand the assessment (raise or lower voice to cue or lead)
  • Re-read unless requested to do so
  • Explain, rephrase or provide additional words for clarification
  • Discuss or respond to questions about content of the student's responses or the assessment itself
  • Show any reaction to the student's responses
  • Engage in incidental conversation with the student or others during the assessment