Strategy for assessment of equal value: adapted assessment

A common approach in making equal value assessment is adapted assessment for students with disabilities. Here we have the help of administrators working at Funka This is why this support is commonly referred to as Funka support.

Read about how support for adapted assessment works at KTH:

• How to manage compensatory support(s) when assessing students with disabilities
  Compensatory support in case of disability is classified at KTH into R-supports (spatial support) and P-supports (educational support). Read more about these supports and the examiner's responsibility concerning compensatory supports:

• Procedure for examiners when deciding on R and P support

The basis for making adjustments to the assessment

For the examiner to have the right to adapt the assessment form, a basis in the course syllabus is required. Therefore, all official course syllabuses at KTH contain the following wording:

Based on a recommendation from KTH's coordinator for disabilities, the examiner decides on any adapted examination for students with documented, permanent disabilities.

However, the adaptation must not concern the learning outcomes being assessed. All objectives assessed by the regular examination must also be reviewed by the adapted examination.

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