Sitting examinations in BSL

Published 13/06/2024.  Last updated 19/06/2024

Where subjects had been taught in BSL, pupils had choices for the examination.  These were:

  • a BSL/English interpreter would sign the question(s) and the pupil would sign the response(s). This would be filmed using a camera and video equipment;
  • a BSL/English interpreter would sign the question(s) and after ensuring clarity, the pupil would provide the response(s) in English;
  • pupils would read the question(s) in English and provide a written response(s) in English.

While some pupils made choices regarding examinations based on personal preference and available options, others opted for the language they felt was their strongest.  A dilemma still exists for pupils around whether it is best for them to respond in English or in BSL.  One concern highlighted by a participant was that if pupils only use BSL in examinations then they might lose their skills of responding in English under examination conditions.

Having options and being able to have a mixture was considered important to meet pupils’ needs.

One participant who was given her examination question(s) at school in BSL found it easier to write down the points she wanted to make before signing the response(s).  After leaving school and going to college she advised that the arrangements were different and only one option was available.  The BSL/English interpreter translated the question(s) and responses had to be in English.  Because of the course she had chosen, she required to learn how to sign different words and concepts in BSL and understand what these meant in English.

Due to the COVID-19 pandemic and for other reasons (e.g. more essay based courses), students in their first year at university did not sit any examinations.  While one participant was fairly confident in writing essays in English she felt that there was a need for these to be proof read to ensure that what had been written was properly translated from BSL into English and was grammatically correct.

Having extra time in classes was viewed as really important to allow for understanding of the terminology, concepts and jargon.  Additional time in examinations was also considered to be necessary to understand the question(s) being asked.  This was particularly important for Deaf pupils and students who do not have English as their first or even their second language.

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Sitting examinations in BSL

Published 13/06/2024.  Last updated 19/06/2024

Where subjects had been taught in BSL, pupils had choices for the examination.  These were:

  • a BSL/English interpreter would sign the question(s) and the pupil would sign the response(s). This would be filmed using a camera and video equipment;
  • a BSL/English interpreter would sign the question(s) and after ensuring clarity, the pupil would provide the response(s) in English;
  • pupils would read the question(s) in English and provide a written response(s) in English.

While some pupils made choices regarding examinations based on personal preference and available options, others opted for the language they felt was their strongest.  A dilemma still exists for pupils around whether it is best for them to respond in English or in BSL.  One concern highlighted by a participant was that if pupils only use BSL in examinations then they might lose their skills of responding in English under examination conditions.

Having options and being able to have a mixture was considered important to meet pupils’ needs.

One participant who was given her examination question(s) at school in BSL found it easier to write down the points she wanted to make before signing the response(s).  After leaving school and going to college she advised that the arrangements were different and only one option was available.  The BSL/English interpreter translated the question(s) and responses had to be in English.  Because of the course she had chosen, she required to learn how to sign different words and concepts in BSL and understand what these meant in English.

Due to the COVID-19 pandemic and for other reasons (e.g. more essay based courses), students in their first year at university did not sit any examinations.  While one participant was fairly confident in writing essays in English she felt that there was a need for these to be proof read to ensure that what had been written was properly translated from BSL into English and was grammatically correct.

Having extra time in classes was viewed as really important to allow for understanding of the terminology, concepts and jargon.  Additional time in examinations was also considered to be necessary to understand the question(s) being asked.  This was particularly important for Deaf pupils and students who do not have English as their first or even their second language.

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