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Context:
ICT forms an integral part of learning, teaching, and assessment. SQA had stringent security restrictions on internet connectivity for devices used in assessment, which had been designed as standards for Windows devices. Following the COVID pandemic, centres increasingly purchased iPads and Chromebooks — more affordable and suited to learning and teaching — which require internet connectivity to operate. This created a situation in which learners were learning on Apple or Chromebook devices distributed by local authorities but were being assessed on less familiar Windows devices. For learners who relied on digital assistive technology (such as screen readers or colour personalisation), this created a specific and identifiable barrier, as some assistive technologies were only available on Chromebook or Apple systems that could not operate without an internet connection.
Approach:
SQA carried out an Equality Impact Assessment (EqIA) of its ICT security policy for assessment, using research and consultation with learners and specialist groups to identify the differential impact of its existing requirements on disabled learners and others. The findings were used to revise the policy.
Implementation:
• Conducted research with learners and specialist groups on digital accessibility.
• Undertook desk-based research, including analysis of the number of requests for ICT as an assessment arrangement and as a preference among learners with no additional support needs.
• Identified that, in a number of cases, learners’ familiar digital assistive technology was only available on Chromebook or Apple systems that required internet connectivity.
• Based on EqIA findings, revised SQA’s stance on ICT security requirements for assessment.
• Informed centres of the changes through SQA News and updated the ICT security checklist for the 2025 exam diet.
• Updated checklist now makes provision for a broader range of device types, allowing internet connectivity for basic functionalities and for the use of assistive technology, while maintaining the integrity of SQA external assessments.
• A working group proposed a move away from paper-based question papers towards SQA’s online digital assessment platform, SOLAR, for all National Course external assessments, to reduce differential impacts on learners who currently request a digital paper. Colleagues are currently investigating the feasibility of this.
• The EqIA has been updated to reflect the changes and will continue to be monitored regularly.
Impact:
• Centres can now use a broader range of devices in assessment, including those requiring internet connectivity for basic functions and assistive technology.
• Learners who rely on digital assistive technology available only on Chromebook or Apple systems are better able to use familiar tools in assessment.
• The updated ICT security checklist is in place for the 2025 exam diet.