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TeeJay CfE Books 1a and 1b now available with answer boxes

By Paul Nisbet on Friday 10th October, 2014 at 1:14pm

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Tom Strang at TeeJay Publishers has kindly provided digital versions of the new Curriculum for Excellence books for the Books for All Database, so that learners with print disabilities can read and access them. 

Sarah and Rebecca here in CALL have been working hard to insert answer boxes and adapt the books so that learners can tackle the exercises on screen, and we've just uploaded new versions of Books 1a and 1b to the Books for All Database.

The books are 'PDF Portfolios' so when you open a book with Adobe Reader on your computer you will see thumbnails of each chapter: double-click on a chapter to view the preview and then double click again to open it.

(You'll need Adobe Flash installed to view the Portfolio properly, and from our trials it seems that most school computers do have this.)

 

 

Or, you can extract the chapter as a separate file and save it on your computer. We recommend extracting the chapters and accessing them separately because the PDF Portfolio can take a while to open and the extracted individual files seem to open much faster. 

 

Most of the pages have answer boxes inserted so that you can type your answers on-screen.

To jump to the next answer box press the Tab key on the keyboard: to go back to the previous box, press Shift-Tab.

 

 

 

 

 

 

 

 

 

Some of the pages did not have enough room to insert the answers boxes, and so Sarah and Rebecca added extra pages to give more space to lay out the answer boxes. You'll find that many of the exercises with arithmetic working take this form.

 

 

 

 

 

 

Exercises that involve drawing can be done on the computer using the Adobe Reader Drawing Markups. (Click Comment at the right hand side of the toolbar to see the Annotations and Drawing Markup tools).

This tiling exercise has been done using the Polygon tool. I set the colours of the polygon by right-clicking on the Polygon tool in the Drawing Markups and setting the Tool Default Properties. In this exercise, I drew the tiles in different orientations then used CTRL-C and CTRL-V to copy and paste multiple tiles. 

You can download a quick guide on using the various Adobe Reader XI drawing and commenting tools

 

On an iPad, tap to download the book and then Open it in the free Adobe Reader app

 

 

 

 

You'll then see each chapter listed: tap to open the chapter in Adobe Reader.

 

 

 

 

However, you can't type in answers and so we recommend tapping again and opening the chapter in an app that allows you to type in answers to form fields such as PDF Expert.

 

 

 

 

PDF Expert lets you type in answers, draw shapes and annotate the text, and it also has text to speech so you can read the questions.

(We used to suggest ClaroPDF for accessing PDFs with answer boxes/form fields but at time of writing it has a bug which means that when you type an answer into a box, your answer often gets copied to other answer boxes on the same page! Claro are working on a fix for this, but it's not there yet.)

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More Hodder Gibson textbooks available from the Books for All Scotland Database

By Paul Nisbet on Friday 12th September, 2014 at 12:52pm

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New TeeJay National 4 and 5 books on the Books for All Database

By Paul Nisbet on Wednesday 10th September, 2014 at 1:07pm

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Our grateful thanks to Tom Strang and colleagues at TeeJay for providing us with PDFs of their new National 4 and 5 maths textbooks. The CfE Books N4-1, N4-2, N4+ and N5 are now available from the Books for All Scotland Database.

The books are PDF files and we have added bookmarks to aid navigation, and reader-extended them so that learners can use the comment, markup and drawing tools to type answers and complete some of the exercises on screen.

(We've not added answer boxes to these books because: there are few questions that can be answered with plain text answer boxes (the maths is more advanced); in many cases there isn't space on the page to insert the answer boxes; and we're still working on the earlier levels.)   

These books are for learners who cannot read or access the paper copies, and we've had feedback that they are helpful for learners with visual impairment, physical disability, dyslexia and ASD. 

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Voice Dream Reader app for iPad Half-Price till 7th September 2014

By Stuart Aitken on Tuesday 2nd September, 2014 at 4:55pm

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To mark start-of-term (USA style!), the Voice Dream Reader app is available half price until 7th September 2014. 

Voice Dream Reader is one of our favourite text-to-speech apps. Although originally designed with blind and visually impaired people in mind it was quickly taken up by many people struggling with literacy because of dyslexia, Indeed, Winston Chen the developer, mentions the story of the mother of a 10-year old boy with dyslexia using the app. It's an interesting account because it draws attention to a few of the specific features of the app that enhance the experience of literacy. 

Incidentally, we've been in touch with the developer a couple of times to make a plea to include the Scottish Voices as options for user. No luck so far but we'll keep trying!

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Hodder Gibson Textbooks now on the Books for All Database!

By Paul Nisbet on Thursday 28th August, 2014 at 5:58pm

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For a few years now we have been distributing digital versions of Hodder Gibson textbooks on CD, and the service has become increasingly popular with schools.

We're very pleased to say that the publishers have now given us permission to make the books available for download via the Books for All Database which will be much faster and more convenient for you, as users, and also much more efficient for us (Rebecca won't need to process your paper application forms, burn CDs, and send them to you in the post.)

Over the summer we have been preparing and checking the files and Sven, the Man from Scran (Scran host the database for us), has been uploading the books and they are now all available for download.

Click on this link to browse the books.

So far, we have 217 books available including many of the National 3/4/5 textbooks and we will be adding to the set when we can get more books from Hodder.

The books are PDF files and so they can be opened and read using Windows or Mac computers, iPads, Android and Windows tablets, as well as smartphones. The books are for learners who have a print disability and who cannot read or access the standard paper books.

We are particularly pleased to have taken this next step in our relationship with Hodder Gibson, and our huge thanks to John Mitchell, Managing Director of Hodder Gibson, for his valuable support in making these files available to learners with disabilities.

It has always been our goal to work with publishers to provide files via the database, rather than re-create or scan paper books, and  it means we now have PDF versions of both Hodder and TeeJay textbooks available for download.

This term we will be asking the other Scottish school textbooks publishers (e.g. Leckie and Leckie; Bright Red) if we can make their books available to print disabled learners via the database as well. Watch this space!

Here's a comment from a teacher who got books from us on CD: "Sincere thanks for the digital copies of the National 4 & 5 Physical Geography book. My pupils were absolutely delighted to hear and see their textbooks being used with Read and Write Gold. Fantastic service."

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Changes to Copyright Law from 1 June 2014

By Stuart Aitken on Thursday 10th July, 2014 at 10:49am

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A welcome change to the law on copyright came into force on 1 June 2014. The new Regulations affect disabled people's access not only to print materials such as books, but also music and other media including video.

Now a person is considered as disabled if the disability prevents the person from enjoying the work to the same degree as a person who does not have that disability. This is a substantial shift from the criterion that was in effect prior to 1 June 2014. Until that date copyright exemption for print materials could only be made for visually impaired people (technically, the definition was broader than visual impairment to include physical disability). For them, accessible copies could be made - large print, Braille or audio for example - without breaking the law. Prior to 1 June, it was possible to extend copyright exemption for others such as pupils with dyslexia. In order to provide this exemption, however, special licences had to be set up, or individual agreements made with publishers. The presumption now set in law is that so long as the exemption criteria are met, an accessible copy can be made.

The relaxation of copyright exemption applies not just to print but also to other kinds of work such as music, film, video. Now a disabled person, whose disability prevents him or her from enjoying the work to the same degree as someone who isn't disabled, can have an accessible copy made.

A further change in the law is also helpful. Now, if a licence term imposed by a publisher for a disabled person is more restrictive than what the law permits , then that licence term is unenforceable.

Full details of the changes to the law are set out in The Copyright and Rights in Performances (Disability) Regulations 2014 

A detailed FAQ has been provided by JISC Legal team and many of the questions and answers are applicable beyond Further and Higher Education.

Footnote

The full definition of a "disabled person" is now

- a person who has a physical or mental impairment which prevents the person from enjoying a copyright work to the same degree as a person who does not have that impairment, and “disability” is to be construed accordingly. (The only exception from this exemption is if your vision can be corrected with glasses or contacts which does seem very reasonable.)

 

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Sharing Learning Resources in Word between Windows and iPad

By Paul Nisbet on Tuesday 13th May, 2014 at 11:36am

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Last week at the CALL Scotland RTC launch I presented a workshop on iPads and Dyslexia, and one of the topics we considered was sharing of learning resources between Windows and iPad. Many teachers use Microsoft Word to create curriculum resources, and so a fundamental question is “how can learners access my DOCX files”? (One might ask whether one should be taking advantage of more creative and exciting multimedia tools and formats available on the iPad to engage your learners, but for this blog let’s assume we are in a learning environment where files created in Word are the norm.)  

DOC & DOCX format

One approach is to save your Word file in a cloud storage such as DropBox, Glow, OneDrive or Edmodo, or email it to the student, who can then open it using an app that can read and edit Word files such as Pages, Word for iPad. Other apps are Doc2, or CloudOn.

Pages is now supplied free with iPads and for older iPads costs £6.99. Pages is a great app and can import Word files, but the layout of files with elements such as floating text boxes and images may be altered when you open them in the Pages app. This may be an issue if you want to send files back and forwards between the iPad and a PC.  

Word for iPad is a new app from Microsoft, and is probably the best app for maintaining the layout and properties of the original file. To edit a Word file with Word for iPad you need a subscription to Office 365 either as a home user or through your school, college, university of business. Learners in Scotland now have Office 365 subscriptions through Glow and so Word for iPad should be a good option (provided your Glow account gives you access).

Sticking with DOC or DOCX is a good option for resources where learners will be editing or re-formatting the text, and for extended writing. However, for worksheets, assignments and assessments, PDF has some advantages.

PDF

PDF is a good format for booklets, assignments and assessments because the visual layout of your resource is maintained, and because learners can use apps like ClaroPDF or PDF Expert to add highlights, comments and drawing, type answers and insert photos and audio notes. Also, the latest Adobe Reader XI provides commenting tools that can be used on any PDF which means pupils can annotate, type in answers and record audio on a Windows computer as well. The use of audio notes is particularly helpful for learners with literacy difficulties because the teacher can record instructions or comments into the PDF, and likewise the learner can respond by recording their own audio notes. (Pages does not have a facility to record audio notes.)  

PDF is also cross-platform in that files can be opened on almost any device and operating system (Windows, MacOS, iPad, Android etc) and so if you are working in a ‘Bring Your Own Device’ environment, PDF will give some consistency. Lastly, teachers can save PDF files directly from Microsoft Word 2010 and 2013 (File > Save As and choose PDF from Save as type). 

So, a workflow for digital resources in PDF therefore looks like this:

  1. The teacher creates the resource using Microsoft Word, saves it as a PDF and emails it or makes it available to the class via online storage.
  2. Pupils then access the resource on Windows, iPad, Android etc and use commenting tools to insert answers or otherwise respond. The pupil emails or saves the file.
  3. The teacher opens the students’ files using Adobe Reader XI on their computer (or uses ClaroPDF / PDF Expert / iAnnotate on an iPad), reviews the responses, and uses the commenting tools to mark the submission and provide feedback. The teacher’s comments can be typed, drawn or recorded as audio. The marked work is then given back to the pupil who can open it and read or listen to the feedback.

 

 

 

 

 

 

 

 

 

 

 

 

The participants at the workshop on Friday thought that the PDF option was the better option for learning resources where some sort of response is expected from the learner, because: the visual appearance is maintained; the student writes 'on top' of the PDF (there is no chance of accidentally or deliberately altering the assignment); it's possible to record audio into the PDF easily; and PDF can be read and annotated with almost any device.

There are many apps that learners can use to open, read and type or draw on PDFs, but I favour:

ClaroPDF (69p) because it has good, simple text-to-speech (e.g.. tap on text and it speaks); there is a Scottish voice (Fiona, costs £1.49 extra); you can tap and type anywhere; it has good drawing and annotation tools; it can be used to type into answer boxes on SQA Digital Question papers.

PDF Expert (£6.99) because is also has good text-to-speech, albeit slightly more complicated than ClaroPDF (and no Scottish voice); great annotation tools; and it can also access Digital Question Papers. PDF Expert can open and save files from a wider range of cloud services than Claro, and has better file management.

 

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New John Muir Graphic Novel available in accessible digital format

By Paul Nisbet on Wednesday 16th April, 2014 at 4:58pm

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A new graphic novel based on the life of John Muir, the Scottish pioneering conservationist was launched by the Scottish Book Trust earlier this month. The novel is written by award-winning author Julia Bertagna and illustrated by Glasgow-based artist William Goldsmith, and free copies are being sent to every secondary school in Scotland for use by pupils in S1, S2 and S3.

So what about young people who can't read or access the free copies, I hear you ask? Well, the good news is that we have been working hard with the authors, the Book Trust, and the designers at Metaphrog to create an accessible digital version of the novel. 

This turned out to be quite tricky. Most graphic novels are PDF image files, and while you can zoom in and magnify the text, and turn pages and navigate on a computer or device, you can't  have the text read out by the computer. However, we wanted to have the option of text-to-speech because it can really help readers with dyslexia, visual impairment, hearing impairment or non-native English speakers. This meant that the novel had to have proper, selectable text, and so John and Sandra at Metaphrog created a special font to mimic William Goldsmith's handwriting, and then used this font to create a special accessible version of the novel. We also spent many hours working out the best way to get the text read out in the correct order by the free text reader in Adobe Reader, and John and Sandra went through every page checking and adjusting it. Lastly, they added bookmarks so that readers can see the table of contents and click to go to a particular section.

I'm pretty chuffed with the way it has turned out and grateful for the opportunity to work with the artists and authors and I think it is a good model for graphic novels in general. 

Apart from giving readers with print disabilities access to the book, it also fits with the general theme of conservation and sustainability, since no trees were harmed in the production of the digital copy.

You can download the novel from the Scottish Book Trust web site. (Make sure you get the accessible version and not the standard PDF which doesn't have readable text.) There are also teaching notes for use in different subjects across the curriculum.

You can read the novel on a computer or on an iPad or Android tablet, and I've written some quick guides: one for Windows, and another for iPad. To read it on a Windows or Mac, you just need the free Adobe Reader software which will probably be on your computer already. You can read the novel with the free Scottish voices.

For the iPad, we suggest reading the novel with ClaroPDF because it has good text-to-speech tools (including Fiona, a Scottish voice) and at 69p it's a steal. (Fiona costs £1.49 extra.)

If you have an Android tablet, try ezPDF Reader (£2.49) with the CereProc Scottish voices (£1.19 each).

Enjoy! 

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Dragon NaturallySpeaking on inexpensive laptops

By Paul Nisbet on Wednesday 2nd April, 2014 at 12:13pm

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Recently there has been renewed interest in the potential of speech recognition for learners with writing and literacy difficulties (partly as a result of the restriction on use of a scribe for assessing writing at National 3/4 Literacy). Dragon NaturallySpeaking is we think the best speech recognition software for Windows PC, and I was interested whether it would run on the relatively low powered Acer TravelNote laptop that is available from XMA through the Scottish Tablet and Notebook Procurement Scheme. (There are of course scores of lightweight laptops around but it's often easier and cheaper for schools and local authorities to buy machines through this national procurement scheme.)

So we did an experiment - I installed Dragon NaturallySpeaking Premium 12 on the Acer and on my own Dell laptop, dictated into both at the same time, and tried to see if there was any time lag or lack of response between the two machines. The Acer has a Celeron 1.5Gz processor with 2 GB of RAM, while the Dell has an i5 2.5 GHz processor and 4 GB RAM, so the Dell should be noticeably faster. Both machines were running Windows 7. I didn't bother to train Dragon to my voice, and the accuracy was pretty good 'out of the box'.  I looked like an even bigger prat than usual by wearing two identical headsets (Andrea NC181VM USB)... 

In fact, for basic dictation, we couldn't see much difference between the two. The Acer seemed slightly slower to load programs and Dragon said that the natural language processing facility wouldn't work because of the lack of RAM and processor speed, but apart from that it was fine. (The natural language commands let you give commands to Word in simpler English (e.g.. 'Turn on bold') but not having them is not a huge disadvantage because you can still usually use the more formal commands (e.g.. 'Set Font Bold')  for most tasks.)

The Acer costs £216; Dragon Naturally Speaking Premium Education is £99; so for £315 schools can get a lightweight laptop running a good speech recognition system. (You would probably need MS Office which your local authority would install, and we strongly recommend a USB headset like the Andrea at around £30 but the total cost still seems pretty good value.)

Alternatively, for about the same price you can get an iPad Air and try the free built-in Siri speech recognition - you do need an internet connection but we think it's just as good as Dragon and it seems more forgiving of strong accents and also very simple to use.

 

 

  

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How to raise Literacy Attainment at National 3 and 4

By Paul Nisbet on Monday 3rd March, 2014 at 5:08pm

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Literacy is a mandatory Unit for all learners at National 3 and 4 and assessment covers the skills of reading, writing, talking and listening. Where reading is being explicitly assessed, the use of human reader is not permitted, and similarly, where writing is being assessed, a scribe cannot be used. Many learners with additional support needs have difficulties with reading or accessing text, and with writing and recording, and so to enable these learnerws to achieve the literacy standards, ICT and assistive technology can be used in the literacy assessment.

For example, a learner with a visual impairment might read the assessment text on screen with magnification; while a learner with dyslexia could use text-to-speech to read the text and a spellchecker or word predictor for the writing assessment. There is more information on how on our web pages on using ICT for literacy assessment.

We know that many learners with additional support needs or disabilities have difficulty with reading or writing and so some learners will not be able to achieve the literacy standards at National 3 and 4 without support.

However, research and experience tells us that assistive technologies can help learners with, for example, dyslexia or literacy difficulties to read and understand text at a higher level than they can manage when reading unsupported, and that supportive writing tools can enable learners to produce longer and more accurate pieces of work.

Therefore, by providing ICT (and by teaching learners how to use it), schools should be able to raise their overall levels of literacy attainment at National 3 and 4. By using ICT, learners who might not achieve the standard will be able to do so: conversely, if you don’t get your ICT and assistive technology organised, your school’s attainment levels at National 3 and 4 will almost certainly be lower than they would be if you made good effective use of ICT.

Here’s a very good example from Peter Graham at Denny High School. Peter was presenting at one of our recent courses and described a 6th year pupil with severe reading difficulties who is now using a netbook with text-to-speech software (Ivona MiniReader) to great effect. Peter thought it would be interesting to compare her reading ability with and without the text-to-speech and so carried out an assessment using the Neale Analysis of Reading Ability.

Reading by herself, the pupil scored 6 years 2 months for accuracy and 6 years 9 months for comprehension. With MiniReader, her comprehension score was over 13 years (measuring accuracy is not appropriate with text-to-speech).

Without ICT, this learner would almost certainly fail the reading assessment at National 3 or 4; with ICT, she would almost certainly pass it.

By using ICT, more learners in your school will achieve the literacy standard and you will raise your overall attainment (not to mention giving the young people a massively important life skill and a means of reading and accessing the curriculum independently).

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Further clarification that MiniReader CAN be installed on school computers

By Paul Nisbet on Friday 7th February, 2014 at 5:34pm

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Text-to-speech is one of the most useful accessibility tools for learners with and also without literacy or access difficulties. Pupils with dyslexia or reading difficulties can use text-to-speech to access digital text; pupils with English as a second language, or with language or learning difficulties can use text-to-speech to aid their understanding; learners with visual impairment who have difficulty seeing the text can use it to read faster and with greater comfort; and ALL learners, with or without additional support needs, can benefit from using text-to-speech to proof read and improve their work.

In our view, text-to-speech is an accessibility essential and all school computers should have a text-to-speech reader available, along with the free Scottish computer voices.

There are a many text-to-speech programs available, but if you need a free, simple program for windows, take a look at Ivona MiniReader. I introduced MiniReader in a previous blog and on our MiniReader web page:and the purpose of this blog is to reassure local authority and school staff that it is legal to install MiniReader on school computers.

On 12 November 2012, I asked Ivona whether MiniReader could be installed on all the computers in a school and was told that:

"Of course you can use MiniReader at schools. I hope that it will be good promotion for our other products like IVONA Voices and IVONA Reader."

On 16 September 2013, following some questions from local authority technical staff, I emailed Ivona to ask:

"Can you confirm again that it is acceptable for your free MiniReader software to be installed on school computers in Scotland?"

to which Ivona responded:

"Minireader is free so it can be installed on school PC's."

And on 7th January 2014, a colleague in a local authority asked Ivona to clarify whether they could use the MiniReader with the school's own computer voices. Ivona said:

"Our Minireader is for free. You can download this product by clicking "Free download" on http://www.ivona.com/en/mini-reader/"

I hope that this provides clarification and reassurance! Let's get on with reading.....

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National 5 Specimen papers with answer boxes are now available

By Paul Nisbet on Monday 6th January, 2014 at 4:03pm

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The SQA Question Paper team have added 'answer boxes' to the National 5 specimen papers and these can be downloaded from the SQA Digital Question Paper pages. Feedback from students is that it is much easier to type in answers directly on the paper, than to use a separate digital answer booklet. Papers in question-and-answer format that have answer boxes include for example Biology Section 2, Computing Science, Drama, French Reading, Gaelic Reading, Music, Physics and Philosophy.

Papers that are not in question-and-answer format (such as English and History) do not have answer boxes, and learners either hand-write their answers into a paper answer booklet, or use use digital versions of answer booklets which can be downloaded in PDF and also Word format.

The papers and answer booklets can be freely downloaded by teachers, parents and learners for revision and practice. 

To find out more about how to use Digital Question Papers visit the CALL Digital Assessment web site and refer to SQA's Digital Question papers Guidance pages.

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Word prediction is confirmed as a reasonable adjustment for assessing writing in National Literacy

By Paul Nisbet on Monday 9th December, 2013 at 7:00pm

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SQA have confirmed that word prediction software is a reasonable adjustment for learners with disabilities for the writing assessment of Literacy at National 3 or 4. 

Word predictors analyse text as it is typed on the computer, and try to ‘predict’ the words that the learner is most likely to want, from a dictionary or lexicon of words. The writer types or selects a letter and the program offers a list of the most common words beginning with that letter. If the required word is on the list, the writer selects it with mouse, keyboard or other access tool. If the word is not on the list, the learner types the next letter and a different choice of words is offered.

There are many word prediction programs available, such as Co:Writer, ClaroRead, LetMeType, Penfriend, Read and Write Gold and Write:Online. Some Scottish local authorities have authority-wide licences for some of these programs.

Word prediction can reduce the number of keystrokes needed to type by up to 50% and so learners with physical disabilities use them to reduce effort and to increase endurance and therefore the amount that can be written in one session.

Word prediction can also help learners with even quite severe spelling difficulties because the writer only needs to type the first few letters of the word and then select it from the list of words offered. Most of the predictors can cope with letter reversals (e.g. b/d) or phonetic spelling errors and still offer a valid list of words. Learners with reading difficulties can usually point or click on the words in the prediction lists and have them read out by the computer, to make sure the correct word is selected.  

Some literacy skills are necessary to be successful with word prediction. The writer must be able to decide what they want to say, type a reasonable approximation to the first few letters of the word and then recognise and select the word in the list. Some writers cannot get the first letters right at all; others may miss the word when it is offered in the list or choose a different one by mistake. Some pupils also find that shifting attention between the text, the keyboard and the predicted list interrupts their flow of thought and slows them down. (If this is this case, it can be helpful to use an on-screen keyboard so that the writer maintains focus on the screen.)

Research and experience shows that word prediction can be very effective method of support, particularly for learners with more significant literacy difficulties for whom spellcheckers are not sufficient. 

Word prediction in assessment of literacyat National 3 and 4

SQA regard word prediction as a reasonable adjustment, but staff should ensure that the software is not providing inappropriate levels of support. For example, the predictor should:

  • only offer single words or paired words in the context of the writing topic (e.g. ‘Tyrannosaurus Rex’;
  • not offer whole phrases or sentences;
  • not be programmed such that the learner can simply hit one key to regurgitate an entire text.

For the avoidance of doubt, SQA have confirmed that the following facilities can be used where available:

  • phonetic prediction (e.g. Co:writer’s FlexSpell);
  • ‘next word prediction’, where the software offers a list of words immediately after the last one typed;
  • topic dictionaries matched to the writing task.

This information is provided for guidance: it is the responsibility of the teacher to assess whether a learner has achieved the standard for writing in literacy, and so staff should use their professional skills and judgement to ensure that the support provided is appropriate.

Find out more about how ICT can be used in assessment of writing on our web page.

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Using networked computers in examinations

By Paul Nisbet on Monday 2nd December, 2013 at 12:31pm

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Staff often ask whether to use standalone or networked computers in exams, and so we have written a quick guide (below) and also available for download.

Exam Profiles for Digital Question Papers

In an exam you can either use standalone computers, or you can use machines attached to your school network. The best way to run digital exams is to use networked computers and for your technicians to set up ‘exam profiles' on the machines.

The Exam Profiles should:

  • prevent access to internet, USB memory sticks, Bluetooth and any folders or files on the school network or computer – to prevent cheating;
  • have the software required for the exam (usually Adobe Reader and Microsoft Word, plus text-to-speech software);
  • give access to an ‘exam folder’ on the network.

Each Exam Profile – Exam1, Exam2 etc. – has a network folder with the same name, with read and write access for the pupils.

Prior to the exam, staff should create a planning table which matches the pupils against the computers and the Exam Profiles - e.g. Joe Brown will be on computer 1 with Exam Profile 1; Jane Smith on computer 2 with Exam Profile 2; and so on.

On the day of the exam, the SfL teacher or technician, in the presence of the invigilator, puts the CD into their own networked computer and copies the papers from the CD to the network folders for each pupil.

Spellcheck on/off

SQA provide two versions of the Digital Question Paper on the CD: one with the spellchecker enabled (e.g. ‘Int_2_Geography_Spellchcheckon’), and the other with spellchecker turned off (e.g. ‘Int_2_Geography_Spellchcheckoff’). Make sure you copy the correct papers to the correct network folders for each pupil – for example, you might designate Computers 1 to 3 for candidates who are not using the spellchecker, and Computers 4 and 5 for learners who do have permission to use the spellchecker.

Digital Answer Booklets

If Digital Answer Booklets are required for the exam, they should be downloaded in advance from the SQA web site at http://www.sqa.org.uk/digitalquestionpapers and then copied to the Exam Profile network folders.

Data Booklets

If required, PDF versions of Data Booklets for sciences and Technological Studies should also be downloaded from the same SQA site and copied to the network folders.

Paper copies

SQA provide paper copies of the examination for all the candidates that are using Digital Papers:  learners can use both at any time during the examination.

On the day

Pupils sit down at the computers and are told the computer and the Exam Profile they are to use. They log on to Exam1, or Exam2 etc and they can see the correct paper sitting for them in the network folder. They open it, work on it, and save it frequently as they go through it. (Staff should also ensure that the Adobe Reader ‘auto-save’ is turned on.)

At the end of the exam candidates print their paper and/or answer booklets out on a networked printer (preferably in the room next door to give easy access and to avoid disturbing candidates in the exam room). The candidate should have an opportunity to check over the paper (within the overall time allowed) and if necessary amend and re-print answers before the paper is given to the invigilator.

 

Using networked computers with profiles and folders in this way gives security and is MUCH easier and faster for staff than using standalone computers. If you use standalone machines you will run round sticking the CD into each computer in turn, and then at the end of the exam, run round copying the completed papers off to a USB stick to get them printed. This takes a lot more time and is generally less reliable and more prone to error and high blood pressure than using networked computers with Exam Profiles.

 

Further guidance is available from SQA (http://www.sqa.org.uk/digitalquestionpapers) and CALL Scotland (http://www.adapteddigitalexams.org.uk/). 

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Use of ICT in Assessment of Writing for National 3/4 Literacy

By Paul Nisbet on Monday 2nd December, 2013 at 10:33am

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We have added some notes on using ICT to support learners with additional support needs in National 3 and 4 assessment of writing. As you probably know, human scribes are not regarded as a reasonable adjustment when assessing writing for National 3 and 4 Literacy qualifications, but learners can use ICT. 

The writing assessment at National 3 involves writing at least 80 words on a topic that is being covered in class; National 4 requires 300 words. The assessment is not 'an exam' - it is carried out in class as part of teaching and learning. It is not time-limited and learners can use dictionaries, word banks, mind-maps and other tools to support their writing.

All learners can use (and are encouraged to use) ICT for writing and this includes spellcheckers and autocorrect tools that are bult in to the word processor or device. Pupils with additional needs can also use more specialist access devices and software.

You can read the guidance here and also download the booklet as a PDF.

The booklet on assessing writing complements the notes on using ICT in the assessment of reading already available.

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