Fig. 1
Diagnosis of SpLD and timing of MAP in progress test. A conceptual model was constructed to demonstrate when a student would receive a modified assessment provision (MAP) or standard assessment (a no MAP control) based on year of SpLD diagnosis. Students with no known difficulty received a standard assessment
Fig. 2
Incidence of SpLD diagnosis by year of study. Data display frequency of SpLD diagnosis by study year. Significantly increased in year 1 and year 3 compared with years 2, 4 and 5 (p < 0.001, Bonferroni’s multiple comparison test)
Table 1
Disclosure and diagnosis of specific learning difficulty
|
Year |
Diagnosed with an SpLDa |
Disclosed an SpLDb |
Report no known difficultyb |
Disclosed a non-learning disability or conditionb |
|---|---|---|---|---|
|
1 |
46 |
39 |
3 |
4 |
|
2 |
19 |
6 |
11 |
2 |
|
3 |
26 |
2 |
22 |
2 |
|
4 |
15 |
1 |
14 |
0 |
|
5 |
2 |
0 |
2 |
0 |
|
Modifiedc |
108 |
48 |
52 |
8 |
|
Standardd |
0 |
42 |
1850 |
68 |
aStudents were diagnosed through Disability Services
bDeclaration to the UK Universities and Colleges Admissions Service
cStudents received a MAP recommendation of an extra 20 minutes per hour of examination
dStudents examined under standard conditions
Fig. 3
Enhancement of medical knowledge assessment performance in students with SpLD receiving a MAP. Z‑scores were analyzed from progress test performances for students with SpLD who received their first MAP (a) across all years 1–4, (b) year 1, (c) year 2, (d) year 3; (e) year 4. The arrow indicates the test in which students received their first MAP. Introduction of the MAP afforded significant enhancement of medical knowledge assessment performance when all years were combined or when students received their first MAP in year 3 (test performance pre (−1) vs post (+) MAP (* p < 0.05, ** p < 0.001, paired T‑test))
Fig. 4
Positive effect of MAP is dependent on time of SpLD diagnosis. Z‑scores were analyzed from progress test performances for students with SpLD in (a) year 1, (b) year 2, (c) year 3, (d) year 4 and (e) year 5. ‘NKD’ refers to no known difficulty and ‘Year of diagnosis’ refers to the year level in which students were diagnosed and received their first MAP. Students who were diagnosed in year 1 demonstrated significant enhancement of medical knowledge assessment performance compared with students diagnosed in other years within the second year of assessment (p < 0.0001, Bonferroni’s multiple comparison test). Students who were diagnosed in year 2 demonstrated significant enhancement of medical knowledge assessment performance compared with students diagnosed in years 3 or 4 within the third year of assessment (p < 0.05 and p < 0.001 respectively, Bonferroni’s multiple comparison test). Students who were diagnosed in year 3 demonstrated significant enhancement of medical knowledge assessment performance compared with students diagnosed in year 4 within the fourth year of assessment (p < 0.0001 respectively, Bonferroni’s multiple comparison test). In year 5, there was only a significant difference between students who were diagnosed in year 4 and no known difficulty (p < 0.0001 respectively, Bonferroni’s multiple comparison test)
