Accessible Exam Paper Checklist for Teachers
Use this accessible exam paper checklist to review instructions, language, layout, images and final proofing.
An accessible exam paper makes the intended task easier to perceive and understand without removing the skill being assessed. Teachers can improve clarity through language, layout, images and instructions before any individual accommodation is considered. Accessibility is not a promise that one format will meet every learner’s needs; local policies and approved adjustments still apply.
This checklist is for authoring ordinary school and college papers. Ofqual’s accessible-assessment guidance addresses language, layout, context, images and the avoidance of unnecessary burden. Cambridge International has also described layout changes for clearer question papers. Adapt these principles to your assessment and jurisdiction.
Accessible exam paper checklist
| Area | Check before release |
|---|---|
| Purpose | Each question measures the stated outcome, not unnecessary decoding or navigation |
| Instructions | Action, number of questions to answer, materials and marks are explicit |
| Language | Sentences are direct; unfamiliar terms are used only when they are part of the construct |
| Layout | Readable text, consistent headings, adequate spacing and no split prompt/response |
| Images and tables | Labels are legible and meaning is not conveyed by colour alone |
| Answer space | Space reflects the expected response and additional-paper instructions are clear |
| Versions | Accessible variants are checked against the same questions and marking scheme |
| Final proof | PDF and, where relevant, print copies have been inspected page by page |
Write instructions as actions
“Two questions from Section B should be attempted” leaves room for doubt about choice. “Answer any two questions in Section B” is direct. If students must answer all questions in one section and choose in another, state that beside each section. Our exam paper template provides a reusable structure for cover details, sections and marks.
Make diagrams and tables earn their space
If a graph is essential, check axis labels, units, contrast and whether a grayscale print remains readable. Do not rely on “the red line” when the lines can be identified by names or patterns. Keep a figure near the question that refers to it. If an image is decorative and adds no assessed information, removing it may reduce clutter.
For digital material, text alternatives should communicate the information needed to answer without giving away the answer. This requires subject judgement. For paper variants, check that enlarged or modified layouts preserve references to question numbers and marks.
Accessibility without changing the construct
Suppose a mathematics question asks students to compare two fractions. A complex paragraph about an unfamiliar event is unnecessary unless reading that context is part of the objective. Shortening the story can remove an irrelevant barrier while retaining the fraction comparison. By contrast, in a reading-comprehension assessment, simplifying the passage itself may change what is measured. The decision depends on the intended construct.
For questions that may disadvantage learners for reasons unrelated to the target skill, use the separate assessment bias review.
A three-pass proofing workflow
- Content pass: a subject expert verifies the question, answer, marks and curriculum alignment.
- Accessibility pass: a second reviewer checks wording, layout, images, instructions and likely barriers.
- Production pass: inspect the final PDF or print at real size, including page breaks, repeated headers, answer spaces and version labels.
Cambridge International describes multiple review stages for questions and mark schemes in its assessment quality process. A school may not have the same resources, but separating the passes prevents a content proofread from being mistaken for a layout review.
Accommodations still require a separate process
A clear base paper does not replace individual access arrangements. Requirements vary by institution, assessment system and country. For external qualifications, consult the relevant awarding organisation and local accessibility policy. Do not improvise changes on exam day if they could alter what is assessed or conflict with approved arrangements.
Final test: can a prepared learner show the intended knowledge without unnecessary obstacles introduced by the paper itself? If a reviewer cannot answer confidently, revise and test again.
Use the final output, not only the editable document
A clean Word or Google Docs file can still become a poor PDF or printout. Export the exact version that students will receive, then inspect page order, missing symbols, clipped tables and diagram labels. Open the digital file with normal zoom and keyboard navigation where applicable. Print a grayscale sample if schools may photocopy the paper. If a mathematical symbol, map key or graph line becomes ambiguous, fix the source and export again.
Keep a release record of the reviewed file and its matching answer key. If a later edit changes the question or mark allocation, repeat the relevant checks. Accessibility is part of the approval process, not a cosmetic pass after publication.