Should Extra Time be Allowed in Practical Assessments? Exploring the Arguments For and Against Reasonable Adjustments for OSCEs

Jude Bradbury; Valerie de Boer; Emily Hall; Nichola Coombes; Christina Maden

The veterinary profession is one of the least diverse industries in the UK. Whilst efforts to widen participation are ongoing, are current assessment practices truly inclusive? In recent years the number of students with declared specific learning differences (SpLDs) within higher education has increased from 8% in 2010/11 to 15.2% in 2020/21 (Advanced HE, 2022). Within the veterinary student population recent statistics show 16.7% have a registered disability (Advanced HE, 2022). Despite this, barriers to disclosing and attaining diagnosis for SpLDs remain prevalent meaning the true number of neurodiverse students is likely higher. Given the increased awareness of SpLDs, Universities have been adapting teaching and assessment practices to accommodate reasonable adjustments. However, almost universally, veterinary educational institutions have resisted making the same accommodations for Objective Structured Clinical Examinations (OSCEs), and students are increasingly challenging this practice (Lawrence et al., 2023). The UK Equality Act (2010) outlines the legal requirements for higher education providers considerations regarding the implementation of reasonable adjustments. Failure to accommodate reasonable adjustments not only risks institutional reputation, but also potential financial losses (Disabled Students’ Sector Leadership Group, 2017). Compliance with the Act does not include removing physical features of an assessment required to enable the demonstration of day one competence. Professional qualifications are under no obligations to alter the standard of competency required. However, in relation to assessment of those competencies, reasonable adjustments to the mode of assessment can be made, provided the method of performance is not part of the competency required. A key debate within veterinary education relates to adjustments, especially additional time in assessments. Additional time is usually permitted in written assessments for students with SpLDs. However, the same adjustment is not equally applied in practical assessments at many veterinary education institutions. In this workshop, we aim to explore the arguments for and against accommodating additional time during assessments of practical competence (OSCEs). Discussions will question the construct validity of existing time limits, whilst identifying the feasibility challenges.

Should Extra Time be Allowed in Practical Assessments? Exploring the Arguments For and Against Reasonable Adjustments for OSCEs

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