Abstract

Assessment task and criteria sheets are ideally invitations to engage in deep disciplinary performance. Yet too often students and teachers can find them confusing so understanding the task acts as a barrier to success especially for students with language and or attentional difficulties. Drawing on rigorous research in three Queensland secondary high schools, and with partners the Queensland Curriculum and Assessment Authority, Speech Pathology Australia and the Queensland State Secondary Principals’ Association, four common accessibility barriers for assessment are identified. Findings show how designing accessible assessment not only saves time for teachers, but benefits students with and without neurodiversity.