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Anticipatory support and reasonable adjustments for oral assessments
Anticipatory support and reasonable adjustments for oral assessments

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Anticipatory support and reasonable adjustments for oral assessments
Anticipatory support and reasonable adjustments for oral assessments

Anticipatory support and reasonable adjustments for oral assessments

Published on: 10/09/2025 · Last updated on: 11/09/2025

Introduction

The following guidance has been produced for staff carrying out oral assessments. The University has a legal duty to anticipate and support the needs of students with disabilities, long-term health conditions and specific learning difficulties and this guidance outlines our institutional approach to help ensure oral assessments are designed and delivered in a way that considers the diverse needs of students and provides equitable opportunities. This guidance recommends the following three level approach:

Anticipatory support strategies for the whole cohort
Anticipatory reasonable adjustments for individual students
Escalation of cases for students with more complex support needs

1. Anticipatory support strategies for the whole cohort

The following support strategies will help support the needs of all students, in addition to being particularly beneficial for students who may have a disability, long-term health condition or specific learning difficulty, following the principles of Universal Design for Learning.

Many students associate success in oral assessments with delivering the perfect performance (delivering with confidence, answering all on-the spot questions, recalling all their knowledge with ease) and this perception can inadvertently heighten anxiety and fear. Being shy, making a mistake, pausing to gather our thoughts are all normal aspects of presenting which can actually make a presentation more relatable, authentic and engaging. Teachers talking about their own nerves or own experience of navigating anxiety around presenting can also help students to reframe their own expectations.

Depending on the learning outcomes, consider what the assessment is intended to measure and communicate this clearly to students (i.e. knowledge of subject, critical thinking, ability to structure and organise ideas). Ensure that the marking criteria/rubrics are not indirectly discriminatory e.g. directly awarding/deducting marks for eye contact/clarity of speech, which could disadvantage students who may be less able to maintain eye contact/speak clearly because of a disability, long-term health condition or Specific Learning Disability (SpLD).

There are multiple (often intersecting) reasons why people find presenting challenging; we often view presenting as a single challenge, but by encouraging students to break this down and identify the elements of presenting that they are concerned about (even if this is all of them!), this can then enable them to better address and overcome these hurdles. For example, a heightened fear of everyone looking at them could be mitigated through dimming lights, using a screen to direct people’s attention to, or positioning themselves in relation to the audience in a way that is less overwhelming. Barriers associated with on-the-spot questions could be managed through building in more time to respond or opening questions up to the audience to generate discussion.

Providing learning activities or formative opportunities which enable students to practise before the summative assessment will help build confidence and skills. Take a course-wide approach to consider where else students may be encountering and developing relevant skills in other units of study. Practise can also be supported informally by helping students get used to hearing the sound of their own voice (i.e. answering a yes/no style question in class, speaking in pairs or in a small seminar group). In addition, signpost students to tools which enable them to practise their skills and gain confidence, such as the Power Point Rehearse with Coach tool.

It can help to ensure that oral assessments are held in an environment that is already familiar, and that students can familiarise themselves with any technical equipment in advance. Small adaptions to the environment may also be very helpful, such as reducing bright lighting, enabling students to sit, stand or move around when presenting.

2. Anticipatory reasonable adjustments for individual students

Various adjustments can be be offered to individual students where we are/become aware of a disability, long-term health condition, or specific learning difficulty which means they experience a substantial disadvantage in oral presentations. This may be formally via a DAP where group work is identified as a suggested reasonable adjustment or via a student indicating that they experience disability related difficulties with oral presentations. These are adjustments we can plan in advance for individual students and do not require escalation or approval beyond the department.

Sample intended learning outcome: Communicate effectively with an audience

The list below is not exhaustive but provides approaches which may be reasonable without formal escalation or approval beyond the department, drawing upon practice across the sector.

Present to a smaller group of familiar peers.
Present to staff (one-to-one or a small group).
Present live via an agreed remote platform.
Present as a pair or small group with pre-agreed roles e.g. being involved in the preparation, opting out of speaking, but moderating Q&A.
Pre-record a podcast or vlog or produce a written transcript.

The most appropriate adjustment to mitigate the disadvantage experienced by the student will depend upon both:

The students’ condition(s), circumstances and how these interact with the assessment task, and
The context of the assessment and the learning outcomes being evaluated.

In addition to the above adjustments, consider the following support strategies to build in flexibility for the student:

Discuss with the student if they have a preference for doing the presentation at a certain time of day.
Where the length of the presentation is not part of the assessed learning outcomes, consider if an amended duration can be agreed.
Pauses or breaks could be incorporated to help manage the duration of the presentation.
Where Q&A are being used as part of the assessment, provide questions for the students to answer in advance.
Depending on the assessment context, learning outcomes and student circumstance, it may also be possible for the student to select a tool of their choosing to narrate their presentation.
Prepping the peer group to be a supportive audience (in general, rather than highlighting a specific student’s requirements) will also help to ensure the adjustments are effective and provide a learning opportunity for the cohort in harnessing diversity.

The University has a legal duty to make reasonable adjustments for students where we are/become aware of a disability, long-term health condition, or specific learning difficulty. The best approach will vary based on context, so staff are encouraged to discuss with the student what they feel will best support them, and to seek advice from relevant colleagues (e.g. Director of Studies/Teaching, Disability Service) as required.

Disability Access Plans are our formal university approach for considering and recommending individual reasonable adjustments. Students who disclose a disability, long-term health condition or specific learning difficulty should always be encouraged to engage with the Disability Service for support.

However, there may be circumstances where we become aware of a students’ adjustment need without a DAP being in place (e.g. where a student has not yet engaged with the Disability Service, is awaiting a DAP, or disclosure is time-sensitive to an assessment). In these circumstances, individual adjustments, such as those listed here, can be made on an interim basis without additional evidence, pending creation of a DAP to ensure the right adjustments are in place for the student. Where individual adjustments are made outside of a DAP, it is advised to ensure these are recorded on SAMIS. For consideration of more substantial adjustments you must follow the relevant Faculty/School procedure and speak with your Director of Studies/Teaching and Faculty Assistant Registrar in the first instance.

3. Escalation of cases for students with more complex support needs

In the small number of cases where there is a concern (from the student or staff) that even with individual adjustments such as those listed above, the student would still experience a substantial disadvantage in the oral assessment, their individual case may need to be escalated for consideration of more substantial adjustment (e.g. an alternative approach to assessment may be required, specialist advice sought, or measures requiring Board of Studies approval considered).

Where this is the case, you must follow the relevant faculty/School procedure and speak with the Director of Studies/Teaching and Faculty Assistant Registrar in the first instance. Please note that any change of assessment must be approved by a Board of Studies.

Find out more

The University is committed to supporting the diverse needs of all learners, including students with disabilities, long-term health conditions, and specific learning difficulties. If you’re interested in finding out more, read our support for students with disabilities page to help you as you plan and delivery your teaching.

For further guidance on supporting specific needs of students with DAPs, staff are encouraged to contact Disability Services.

The University’s Inclusive Education Project sharepoint site contains up to date information on the future development of inclusive approaches at Bath and contains answers to frequently asked questions.

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