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Make a digital exam accessible by removing interface and presentation barriers without changing the knowledge or skill being assessed. Start with the assessment objective, build structured content, test the actual exam with the assistive technologies candidates use, agree individualized adjustments, and rehearse the complete process with students and staff.
Start with what the exam is meant to measure
Accessibility decisions are valid only when they are tied to the assessment objective. For every question, write down the knowledge, reasoning, communication, physical action or other skill that must be demonstrated. Then separate that requirement from incidental demands created by the screen, software or timing.
- If a history question measures interpretation of evidence, a small low-contrast image or inaccessible table should not become an extra test of vision or mouse precision.
- If a typing task measures written composition, allowing an approved keyboard or speech-to-text tool may remove a motor barrier while leaving the writing standard intact.
- If rapid visual discrimination is the intended skill, replacing the visual task with audio may change the construct; an adapted task or a different adjustment may be necessary.
Record the intended construct and the barriers that are irrelevant to it before editing questions. This record gives exam writers, disability staff and invigilators a common basis for deciding whether an adjustment preserves the required standard.
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Use predictable language and layout
Write short, direct instructions and define unusual terms. Keep the same order for instructions, stimulus material, response area and navigation controls throughout the paper. Use real heading levels, descriptive labels and a logical reading order rather than visual styling alone. Break long directions into numbered steps, and state whether a response requires text, a number, a selection or an uploaded file.
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Keep controls, question numbers and response fields consistently named. Avoid unexplained abbreviations, decorative text that a screen reader will read aloud, and instructions that depend on a candidate remembering information shown on a previous screen. If a question has several parts, label them in both the visual text and the accessible programmatic structure.
Never make color the only carrier of meaning
Do not tell candidates to “select the green option” or use a colored highlight as the sole indication of an error, category or required field. Add text labels, patterns, symbols or explicit status messages. Check contrast for normal and large text, controls, focus indicators and disabled states. A color key should have a text equivalent near the relevant content.
Make images, diagrams and media usable
Provide concise alternative text for informative images and identify decorative images as decorative. A chart needs a text summary of the relationship or values that the question expects a candidate to interpret; simply naming the file is not enough. For a map, diagram or process graphic, describe the relevant labels, positions and connections. Supply captions or transcripts for essential audio and video, and ensure any controls can be operated without a mouse.
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Give tables and equations a real structure
Use header cells and a meaningful reading order for data tables. Do not create a table by aligning spaces or placing text inside an image. State units in headers and identify row and column relationships so assistive technology can announce them. For complex tables, provide a short explanation of how to navigate them.
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Use an equation format that the approved technology can interpret, and include a plain-language version when a symbol or layout could be ambiguous. After converting a paper to large print, braille or a digital format, check every reference to a page, figure, color, symbol and line break; conversion can change the meaning even when the source was correct.
Test the complete exam with assistive technology
A platform that meets a general accessibility statement is not automatically usable for every question. Test the actual delivery system, question types, navigation, response fields, timers, saving behavior and submission process with the technologies candidates may use.
Run a task-by-task keyboard check
- Use only the keyboard to open the exam, move through instructions, enter each response type, open any permitted tools and submit.
- Confirm that focus is visible, follows a sensible order and is never trapped in a dialog, menu or rich-text editor.
- Check that every control has a name announced by assistive technology and that status messages, validation errors and saved-state notifications are announced.
- Verify that candidates can review and change answers without losing work, and that the timer and warnings are available in a nonvisual form.
Test with the technologies candidates actually use
Use appropriately validated versions of the screen readers, magnification, voice recognition, switch access, alternative keyboards or other approved tools identified during accommodation planning. Test both common and difficult tasks: selecting an option, entering mathematics, uploading a file, navigating a long stimulus, using a formula editor and recovering from a validation error. Include the operating system and browser combination used at the exam site.
Invite users who regularly rely on these technologies to perform realistic tasks, not just an automated scan. Automated checkers can find missing labels or contrast problems, but they cannot establish that a student can understand a chart, move through a timed interaction or complete a submission workflow.
Resolve incompatibilities before exam day
Document each failure with the question number, technology, browser, steps, observed result and required fix. A workaround is acceptable only when it is reliable, permitted by the exam rules and does not expose confidential content. If the system cannot support the required adjustment, change the task, provide a compatible alternative environment or use a different adjustment; do not wait for the candidate to discover the failure during a live assessment.
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Match accommodations to the individual assessment
Adjustments are individualized. Discuss how the disability affects this assessment, which barrier is created, and what change removes that barrier while preserving the standard. The examples below are possibilities, not automatic entitlements in every country, institution or exam.
| Barrier or need | Possible arrangement | Checks before approval |
|---|---|---|
| Reading or visual access | Screen reader, magnification, reflow, accessible digital format, large print or braille | Confirm that headings, tables, equations, images and navigation work in the candidate’s technology. |
| Written output or motor access | Typing, alternative keyboard, speech-to-text or other approved assistive software | Test the response editor, punctuation, file handling, spelling support and whether the tool changes the skill being scored. |
| Reading speed or processing | Extra time, supervised rest breaks or both | Set timing and pause rules in advance; make sure a break stops the clock when that is the approved arrangement. |
| Transcription or physical writing | Reader, scribe or speech-to-text support | Define exactly what the support may read or record, how clarifications are handled and how confidentiality is protected. |
| Alternative presentation | Modified digital format, tactile graphic, described diagram or equivalent question | Check that the replacement still elicits the intended knowledge or skill. |
Keep the adjustment plan specific: name the technology or human role, permitted settings, timing, breaks, room or remote arrangement, identity checks, support contact and procedure if the tool stops working. Share only the information staff need to deliver the arrangement and protect disability and exam data.
Check for conflicts between an adjustment and a task
Some question formats are incompatible with a particular support as written. A graph may require a tactile or described version; a map may need a structured alternative; a timed drag-and-drop interaction may need keyboard controls; and a language task may not permit a reader or speech-to-text because those supports would supply the ability being assessed.
For each potentially conflicting item, ask:
- What exact feature is being measured?
- Does the proposed support remove an irrelevant barrier or supply that feature?
- Can the same objective be elicited through an accessible representation?
- If not, can an equivalent question, scoring rule or assessment route be authorized?
Record the decision and its rationale so a substitute invigilator does not improvise a different standard. The aim is neither to make every task identical for every student nor to provide an unbounded set of tools; it is to provide a fair way to demonstrate the required outcome.
A practical implementation workflow
- Map objectives. List the construct, response mode, timing and any visual, auditory, motor or language feature that is genuinely essential for each question.
- Build the accessible version. Apply heading structure, descriptive labels, keyboard access, text alternatives, captions, structured tables, sufficient contrast and clear instructions while authoring rather than after export.
- Identify likely barriers. Use prior accommodation information and a conversation with the student or disability service. Do not infer a person’s needs from a diagnosis alone.
- Test realistic paths. Run the complete exam with the relevant assistive technologies and browsers, including login, identity checks, every response type, saving, review, submission and any proctoring step.
- Decide adjustments case by case. Confirm compatibility, construct validity, staffing, training, privacy and the applicable provider rules. Put the decision in writing.
- Familiarize the student and staff. Provide a practice environment that behaves like the real exam. Explain navigation, timing, permitted tools, break signals, technical help and what happens if a connection or device fails.
- Deliver and monitor. Have a named contact who can authorize a pause or alternative procedure without requiring the student to repeatedly disclose their disability. Log incidents without recording unnecessary personal details.
- Review the delivery. Ask the student and invigilators what worked, investigate every access failure and update the next version. Treat compatibility evidence from an actual sitting as a requirement for improvement, not as proof that every future exam will work unchanged.
Prepare students and staff for the on-screen environment
Send instructions in an accessible format before the assessment. Show the interface, question navigation, review screen, timer, permitted software, upload limits, contact route and break procedure. A realistic familiarization session should use representative question types and the same assistive technology, browser and settings planned for the live exam.
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Staff need a short operational script: how to start and stop a supervised break, what a reader or scribe may say or type, how to verify that a screen reader is running, how to preserve an answer after a crash, and who can approve a replacement device or extra time. Do not use the familiarization session to collect diagnostic details that are irrelevant to delivery.
Plan for interruptions and failures
Before the exam
- Confirm power, network, charging, headphones, backup device policy and accessibility software licenses or settings.
- Test account permissions, authentication, lockdown or proctoring features and the route to technical support.
- Prepare an accessible offline or alternate delivery only if the institution and exam provider authorize it.
During the exam
- If a tool fails, preserve the candidate’s work, note the time and stop or extend the clock according to the approved plan.
- Do not troubleshoot by changing unapproved settings that could alter the student’s evidence or expose exam content.
- Escalate platform, accommodation and academic decisions to separate named contacts so a technical responder does not accidentally change the assessment standard.
After an interruption
Record the event, affected questions, elapsed time, actions taken and whether the student could resume independently. The exam provider or institution should decide whether a resit, adjustment to timing or other remedy is permitted.
Independent reader supportYour contribution helps us test, update, and keep practical guides available for everyone.Apply the rules for the relevant jurisdiction
Legal duties, evidence requirements, deadlines and available arrangements are not universal. Confirm current procedures with the institution’s disability service, the awarding or exam provider and the applicable regulator.
| Location or authority | What the cited guidance establishes | What readers must verify locally |
|---|---|---|
| England | Department for Education guidance describes reasonable adjustments and access arrangements for qualifications, including examples such as assistive software and extra time. Ofqual guidance addresses assessment design and compatibility. | Eligibility evidence, application deadlines, permitted arrangements, exam-board forms and procedures for a particular qualification. |
| United States | U.S. Department of Justice ADA testing guidance requires testing entities to offer exams in a manner accessible to people with disabilities so they can fairly compete and pursue opportunities. | Which entity is responsible, documentation and interactive-process requirements, notice deadlines, available auxiliary aids and any state or institutional rule. |
| Other jurisdictions | The England and U.S. examples should not be treated as a worldwide rule. | National law, institutional policy, regulator and provider instructions before promising an arrangement. |
Ofqual’s 2022 announcement summarized the design obligation this way: “Exams and assessments must remain rigorous but must not unfairly disadvantage any student because of poor design or presentation.” In its 2025 report, Ofqual notes that research on extra time has limited direct applicability to England’s GCSE, AS and A-level context because much of the available work concerns U.S. university assessments in English and mathematics.
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Twenty-five percent extra time is discussed as a common arrangement in Ofqual’s 2025 report, but it is an example and a subject of research, not a universal entitlement or prescription. The report says effects vary with circumstances: extra time is generally helpful, while its usefulness is lower when the standard duration already allows students to attempt tasks without undue time pressure.
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Set timing from the approved individual plan. Specify whether reading time, technical delays and supervised rest breaks are included, and configure the platform so the student receives the entitlement actually authorized. Do not convert a percentage into a default for every disability or every exam.
Compare possible delivery choices
When more than one arrangement could remove a barrier, compare them against the same criteria rather than choosing the most familiar tool.
| Decision question | Evidence to collect |
|---|---|
| Does it remove this student’s barrier? | Student experience, disability-service assessment and a realistic practice task. |
| Will it work reliably? | Compatibility testing with the actual platform, question types, browser and assistive technology. |
| Does it preserve the construct? | Objective map and a documented judgment about whether the support supplies an assessed skill. |
| Can the institution deliver it? | Staffing, training, time, privacy, equipment, support coverage and contingency arrangements. |
| Is it permitted? | Current institution, provider, regulator and legal requirements for that qualification and location. |
Measure whether access worked
Collect structured feedback after the sitting: which controls were inaccessible, whether instructions were understood, whether timing and breaks operated as planned, and whether any workaround changed the task. Review incident logs with the people who delivered and took the exam. Fix recurring content or platform defects before the next delivery, and retest after any software, browser, question-template or assistive-technology update.
Ofqual reported that 111 of 125 online respondents agreed or strongly agreed that its draft guidance would help awarding organisations design accessible assessments. That figure describes consultation agreement in 2022; it is not evidence of improved student outcomes. Use outcome and incident data from your own assessments to judge whether a change actually reduced disadvantage.
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