Guidelines for readers of adjudication assessments


Last updated: January 20, 2022


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 access to the assessment and responses.

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

The assessment reader should:

  • Understand the distinction between the helping role of the teacher/educational assistant and the technical role of the reader
  • Demonstrate experience in reading graduation assessments following the attached guidelines
  • Have adequate literacy 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 before the assessment begins
  • Consult with the student to establish the most comfortable seating arrangement
  • Take direction from the student about how to begin the assessment and how to proceed
  • Consult with the student to determine which parts of the assessment 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 any response sheets to the invigilator

The reader should not:

  • Initiate the use of test-taking strategies (e.g. reading of questions prior to reading of passage) unless requested by the student
  • 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