Assessment for Learners with Diverse Learning Needs
By Dr. Marianna Karatsiori based on webinar by: Professor Dina Tsagari, Oslo Metropolitan University
Introduction
Imagine a student who has genuinely acquired vocabulary, understands grammar concepts, and can communicate effectively in English—yet fails an assessment because the test format, time constraints, or feedback methods don’t align with how they process and express language. This scenario is far too common for learners with diverse learning needs, and it reveals a critical gap in inclusive education.
Assessment is often the overlooked dimension of inclusive language teaching. While educators increasingly implement inclusive pedagogical strategies and adapt learning materials, assessment practices frequently remain designed for neurotypical learners. Traditional tests can inadvertently create barriers that prevent students with visual impairments, hearing impairments, mobility challenges, dyslexia, or ADHD from demonstrating what they truly know.
Without appropriate assessment accommodations, even students who have mastered language competences may receive inaccurate evaluations that undermine their educational progress and self-confidence. The stakes are high: assessment shapes not only grades but also learners’ identities, motivation, and future opportunities.
The good news? Inclusive assessment is both achievable and beneficial for all learners. When we design assessments with accessibility in mind—providing multiple formats, clear instructions, appropriate accommodations, and constructive feedback—we create opportunities for every student to showcase their language abilities authentically.
This module explores practical, evidence-based approaches to assessing EFL learners with diverse learning needs. You’ll discover how international examination boards accommodate students, learn concrete strategies for adapting classroom assessments, and examine what truly inclusive feedback looks like in practice.
Inclusive assessment isn’t just fair—it’s essential for accurate evaluation and meaningful learning. |
By the end of this module, you will be able to:
- Explain why traditional assessment practices create barriers for students with diverse learning needs and articulate the principles of inclusive, equitable assessment.
- Identify and apply specific assessment accommodations appropriate for students with visual impairments, hearing impairments, mobility challenges, dyslexia, and ADHD in classroom-based and formal testing contexts.
- Adapt assessment texts and tasks to increase accessibility while maintaining appropriate challenge and validity, including strategies for simplifying instructions, reducing text density, and incorporating visual supports.
- Design and deliver constructive, motivating feedback that recognizes students’ strengths, addresses challenges supportively, and provides actionable guidance for improvement.
- Evaluate your own assessment practices through a critical lens and implement immediate changes to make your assessments more inclusive and student-centered.
Why Traditional Assessment Creates Barriers
Traditional language assessments typically assume that all learners can:
- Read dense texts quickly
- Write responses fluently by hand or keyboard
- Process complex, multi-step instructions independently
- Work within standardized time limits
- Demonstrate knowledge in a single, predetermined format
For students with diverse learning needs, these assumptions create genuine obstacles:
- Students with dyslexia may struggle with decoding dense text or producing written responses, even when they possess strong oral language skills
- Students with ADHD may find lengthy assessments overwhelming and lose focus despite understanding the content
- Students with visual impairments cannot access visual information without alternative formats (Braille, audio, enlarged text)
- Students with hearing impairments may miss auditory instructions or struggle with listening comprehension tasks without accommodations
- Students with mobility impairments may require extended time for written responses or alternative input methods
The result? Assessment measures access to the test format rather than actual language competence. |
Principles of Inclusive Assessment
Inclusive assessment is grounded in several core principles:
- Accessibility First
Design assessments with diverse learners in mind from the start, not as an afterthought. Consider multiple formats, clear presentation, and varied response options.
- Validity Without Barriers
Accommodations should remove barriers to demonstrating knowledge without compromising what’s being assessed. If you’re testing vocabulary knowledge, the format shouldn’t require perfect spelling. If you’re assessing speaking skills, written instructions shouldn’t create the bottleneck.
- Choice and Autonomy
Allow students to demonstrate knowledge through multiple pathways when appropriate—oral presentations OR written reports, timed tasks OR untimed alternatives.
- Transparent Criteria
Make assessment criteria explicit and understandable. Students should know exactly what’s being evaluated and why.
- Constructive, Growth-Oriented Feedback
Feedback should motivate learning, highlight strengths, and provide specific, actionable guidance rather than simply marking errors.
Assessment Accommodations: What Research and Practice Show
International examination boards—from large-scale assessments like TOEFL and Cambridge English to smaller language tests—provide extensive accommodations for students with diverse learning needs. These accommodations fall into several categories:
Presentation Accommodations:
- Enlarged text or magnification (up to 4x)
- Braille versions
- Audio versions with human readers or text-to-speech
- Simplified language in instructions
- Color overlays or highlighters
- Reduced visual clutter
Response Accommodations:
- Oral responses instead of written
- Use of assistive technology (speech-to-text, word processors)
- Alternative answer recording methods
- Reduced number of items while maintaining content coverage
Setting Accommodations:
- Separate, quiet testing rooms
- Minimal distractions
- Preferred seating arrangements
- Testing with specialized support personnel
Timing/Scheduling Accommodations:
- Extended time (typically 25-50% additional)
- Frequent breaks
- Multiple testing sessions
- Flexible scheduling
Critical insight: These accommodations don’t “make tests easier”—they level the playing field so students can show what they actually know in the target language. |
The following practical examples demonstrate how to implement inclusive assessment principles in your classroom. These strategies are based on research-informed practices and real classroom applications.
Example 1: Adapting Reading Comprehension Texts
The Challenge:
Dense reading passages create barriers for students with dyslexia, visual impairments, or attention difficulties. Traditional texts often feature:
- Long, unbroken paragraphs
- Complex sentence structures with embedded clauses
- Difficult vocabulary without context support
- Small font sizes and tight spacing
Inclusive Adaptation Strategy:
❌ Original Text (B1 Level): “Environmental pollution, which has become one of the most pressing issues of our time, affects not only the air we breathe and the water we drink but also has far-reaching consequences for wildlife habitats, agricultural productivity, and human health outcomes across diverse populations worldwide.” |
✓ Adapted Version: Environmental Pollution What is it? Environmental pollution is a big problem today. What does it affect? • The air we breathe • The water we drink • Animals and their homes • Farms and food production • People’s health [Visual: Simple icons showing air, water, animals, farms, person] |
Key Adaptations:
- Shorter sentences (max 15-20 words)
- Active voice instead of passive
- Bullet points for lists
- Visual supports (icons, images)
- Clear headings and white space
- Dyslexia-friendly fonts (Century Gothic, Comic Sans, Arial) in 12-14pt
Example 2: Simplifying Assessment Instructions
The Problem:
Complex, multi-step instructions create cognitive overload, particularly for students with ADHD, learning disabilities, or processing difficulties.
❌ Complex Instruction: “Read the following passage carefully, identify the main arguments presented by the author, and write a summary of no more than 150 words in which you compare and contrast the perspectives discussed, making sure to include specific examples from the text while expressing your own opinion about which viewpoint you find most convincing and explaining why using appropriate linking words and academic vocabulary.” |
✓ Simplified, Chunked Instruction: Task: Write about the text Step 1: Read the text Step 2: What are the main ideas? Write 2-3 ideas. Step 3: Do you agree or disagree? Choose one. Step 4: Write your summary (100-150 words) Remember to: ✓ Use examples from the text ✓ Explain your opinion ✓ Use linking words (however, therefore, because) |
Example 3: Providing Inclusive, Constructive Feedback
Scenario: A Student’s Dictation with Spelling Errors
A student with dyslexia completes a dictation exercise. Their paper shows:
- “milk” ✓ (correct)
- “teth” (teeth)
- “hous” (house)
- “brekfast” (breakfast)
❌ Traditional Feedback Approach: “You need to learn spelling. Write each word correctly 10 times.” Why this fails: • Focuses exclusively on deficits • Repetitive writing doesn’t address dyslexia-related spelling challenges • Creates frustration and demotivation • Ignores what the student knows (phonetic awareness, some correct spellings) |
✓ Inclusive Feedback Approach: Step 1: Recognize Strengths “Great work! You got ‘milk’ completely right! 🌟” “I can see you know the sounds—’teth’ sounds exactly like ‘teeth’!” Step 2: Acknowledge Near-Misses “You’re very close on ‘hous’—you just need one more letter at the end.” Step 3: Provide Strategic Support “Let’s work on ‘breakfast’ together. Can you break it into two words: ‘break’ + ‘fast’? That might help you remember.” Step 4: Offer Choice in Practice Choose one way to practice: □ Say the words out loud and listen to how they sound □ Use the words in sentences (speaking or writing) □ Create a picture dictionary with the words Step 5: Consider Alternative Assessment “I’d also like to hear you use these words in speaking. Can you tell me about your breakfast this morning?” |
Example 4: Accommodations for Different Learning Needs
Learning Need | Key Accommodations |
Visual Impairments | • Braille versions or audio recordings • Enlarged text (minimum 16-18pt font) • High contrast (black on white/cream) • Extra time for tactile reading • Oral responses for written tasks |
Hearing Impairments | • Written transcripts for audio materials • Visual timers and progress indicators • Face-to-face positioning for oral instructions • Written versions of verbal instructions |
Dyslexia | • Dyslexia-friendly fonts and spacing • Reduced text density (shorter paragraphs, bullets) • Extended time (typically 25% additional) • Allow oral responses or speech-to-text tools • Accept phonetic spelling when meaning is clear |
ADHD | • Break assessments into shorter sections with breaks • Separate, quiet testing space • Visual schedules showing sections and time • Offer choice in task sequence • Allow movement breaks and fidget tools |
Mobility Impairments | • Extended time for written responses • Alternative input methods (speech-to-text, adaptive keyboards) • Scribe services when needed • Oral responses as alternatives to written • Breaks as needed for physical comfort |
In this module, you’ve engaged with a webinar featuring Professor Dina Tsagari from Oslo Metropolitan University, an internationally recognized expert in language assessment and inclusive practices. Professor Tsagari’s presentation demonstrates how major examination boards accommodate diverse learners and offers practical classroom strategies you can implement immediately.
Watch the full webinar recording to see: • Demonstrations of digital accessibility tools in computer-based testing • Detailed examples from international examination boards (TOEFL, Cambridge English) • Step-by-step text adaptation strategies • Interactive discussion on feedback practices • Emerging considerations for using AI in inclusive assessment |
Reflection Questions
Understanding the Stakes
- Why does Professor Tsagari argue that assessment is often the “overlooked dimension” of inclusive education?
- Think about a student with diverse learning needs you’ve taught—have they ever performed differently on assessments than their actual knowledge would suggest? What barriers might the assessment format have created?
The Dictation Feedback Scenario
In the webinar, Professor Tsagari presents a dictation exercise completed by a student with specific learning difficulties. The original teacher feedback was: “You need to learn spelling. Write each word correctly 10 times.”
- What problems do you see with this feedback approach?
- How would you provide feedback instead? What would you say first? How would you balance recognizing effort with addressing errors?
- Several webinar participants suggested: praising correct words, acknowledging phonetic attempts, offering oral assessment alternatives, and using positive reinforcement. Which of these strategies resonate with you? Why?
Your Assessment Audit
Conduct a quick audit of your current assessment practices:
- Do you provide instructions in multiple formats (written, oral, visual)?
- Is there white space and clear organization in your assessments?
- Do students have choices in how they demonstrate knowledge?
- Is extra time available when needed?
- Does your feedback start with strengths before addressing areas for improvement?
What’s one concrete change you could make in your next assessment?
Watch the Full Webinar
E-learning Session: Assessing EFL Learners with Diverse Learning Needs
Featuring Professor Dina Tsagari (Oslo Metropolitan University)
Duration: 75 minutes
https://splendid.uom.gr/webinars/
Key Resources
International Examination Board Resources
- ETS (TOEFL): https://www.ets.org/disabilities
- Cambridge Assessment English: https://www.cambridgeenglish.org/exams-and-tests/special-requirements/
SPLENDID Project Deliverables
- 1 Report: Literature Review and Best Practices
- 3: Collection of Best Practices in EFL per Disability & CEFR Level
- 5 SPLENDID Teachers’ Handbook
- SPLENDID Open Educational Repository (OER)
Related European Projects
- DysTEFL Project: dystefl.eu – Materials for teaching English to learners with dyslexia
- SCALED Project: Supporting Content and Language Learning Across Diversity
- TAIL Project: Assessment basics for language teachers
“If equal access to education continues to be a fundamental characteristic of our civilized societies, it becomes indisputable for educators to cater for their students’ individual learning differences and be supportive of diversity to the best of their ability.” — Professor Dina Tsagari |
Assessment is where inclusion becomes visible—where we demonstrate, through our practices, that we truly believe every learner deserves the opportunity to flourish.