Division of Registrar & Student Services
Disability Services Unit
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Division of Registrar & Student Services
Disability Services Unit
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Alternative Assessment for Students with Disabilities
PREFACEThis booklet is an equity initiative of Griffith University's Academic Administration Written by: Project Coordinators: Research Assistant: Permission is given for this booklet to be reproduced by other Australian tertiary institutions. ACKNOWLEDGMENTSGriffith University extends its thanks to:
The cover has been changed in keeping with a series of resource guides produced by the ACT universities. Funding for this project has been from a joint grant for Disabilities to The Australian National University and the University of Canberra from the Department of Employment Education and Training through the Higher Education and Equity Program. ALTERNATIVE FORMATSThis booklet is available on audiotape or on computer disk.For further information please contact The Disabilities Office INTRODUCTIONAim of BookletFor people with disabilities to enter and successfully complete university study, and to have choices about the type of course they undertake, a number of provisions must be available. One such provision is an adequate and clearly articulated alternative assessment policy that will be amenable to the individual requirements of students.The aim of this booklet is to provide university staff with basic information about alternative assessments for students with disabilities. The booklet is particularly for university staff who are new to the process of determining appropriate alternative assessment strategies for a student with a disability. The information contained in this booklet is based on replies to a survey on alternative assessment which was forwarded to all Australian universities, and a literature search spanning the past ten years. Disability Discrimination Legislation and Reasonable AdjustmentThe Commonwealth Disability Discrimination Act came into effect in March 1993 and includes a requirement for academic environments to be free from discrimination on the grounds of disability. This Act is complaints-based and makes it unlawful to discriminate against a person on the grounds of disability.Because the Act includes provision for academic environments to be free from discrimination on the grounds of disability, an essential consideration for universities now is a major principle associated with equity issues - the principle of 'reasonable adjustment'. This principle is enshrined in the Act and it asserts that wherever possible, necessary and 'reasonable' to do so, the usual policy or practice will be varied to meet the needs of a person with a disability. The purpose of varying the usual policy or practice is to meet the needs of the person with a disability rather than requiring them to accept practices developed with other circumstances in mind. The principle of reasonable adjustment is therefore central to policy making and practices relating to alternative assessment strategies. What is Alternative Assessment?For the purpose of this booklet, alternative assessment refers to any alteration to the standard form of assessment (examinations and/or assignments) or conditions relating to the assessment which are put in place to accommodate a student's disability.Some Implications of Developing Alternative Assessment ProvisionsThe consideration of what are equitable and responsive alternative assessment provisions encourages enquiry into general aspects of assessment.For example, the nature and purpose of time limits in academic examinations is an area currently under investigation. Arguments have been put forward suggesting that one function of time limits is to facilitate administrative ease in organising schedules and in arranging venues and supervisory staff. Another suggestion is that speed of response should not be a primary objective of tertiary assessments, the main aim should be to ensure the critical objectives of the course are met. Such arguments challenge traditional practices for rigid time limits and indicate that there is a case for flexibility within general and specific assessment conditions without jeopardising academic standards. The Purpose of Alternative AssessmentThe purpose of alternative assessment strategies is to minimise the impact of the student's disability upon assessment performance. It is designed to place such students on a more equal footing with non- disabled students, not to give them any additional advantage.Students who require and undertake assessments with effective alternative assessment strategies do perform better than without such strategies. Such improvement in performance outcome is a reflection of the student's actual academic abilities, whereas a poorer performance outcome under conditions of inadequate provision, is usually a reflection of the student's disability. Remember … the same academic requirements and standards should be applied to all students whether or not they have a disability. The objective in providing alternative assessment is simply to accommodate the student's functional differences which exist because of the disability.
SOME CONSIDERATIONS IN SELECTING STRATEGIES FOR THE INDIVIDUAL STUDENTWhen selecting an alternative assessment strategy for an individual student, a number of factors must be considered if the strategy is to be effective.1. The nature and onset of disability Different types of disabilities will call for different alternative assessment strategies. Even within the same type of disability there are variations between the specific strategies that individual students require. A paper published by Skill: National Bureau for Students with Disabilities in Britain (1987:3) stresses that in many cases it is not possible to draw up a set of specific procedures which will apply to all candidates with a similar disability. The effects of disability, whether permanent or temporary, are unique to the individual concerned and appropriate arrangements can, therefore, be made only on an individual basis. Also, the individual student's adaptation to disability and skill at using alternative strategies will vary according to whether the impairment is long-standing, recently acquired, fluctuating, intermittent or temporary. For example, a student who has had a disability since birth will very likely be more adept at identifying and using alternative strategies than students who have recently acquired a disability or students who are continually adjusting to intermittent conditions (eg, some forms of arthritis). Information regarding these aspects of the student's disability may be included in the professional statement/certificate that most universities request for verification of the student's disability. 2. The type of assessment to be undertaken The alternative assessment strategies a student will require may vary from one type of assessment to another. For example, a student with cerebral palsy who manages well in a multiple choice examination with additional time, might require significantly more additional time for an essay type examination because of the amount of writing demanded by the task. 3. The nature of the course/subject Students with similar types of disabilities who are studying quite different courses may have very different requirements. For example, a student with a learning disability who is undertaking a practically oriented course with task-driven assessment, will have different alternative assessment needs to a student with a learning disability who is undertaking a course requiring high levels of reading and writing. 4. The student's usual work methods Specific equipment or personnel assistance generally used by the student to facilitate study and for minimising the disadvantages resulting from the specific disability may also need to be available to the student during assessment. Examples of specific equipment include personal computers, voice synthesisers, spellcheck software, closed-circuit televisions, specialised writing implements, calculators. Examples of specific personnel include Interpreters, Readers, Scribes and Personal Assistants. Also, students with similar types of disabilities may have different work methods. For example, one student with a vision impairment may work best with brailed materials, while another student with a similar level of vision impairment may work best with audiotaped materials. 5. The specific type of alternative assessment Consideration must be given to what other circumstances need to occur for the individual student if the benefit of specific alternative assessment is to be achieved. Some alternative assessment strategies cannot be used in isolation from other provisions. For example, a student permitted to use adaptive technology during an examination will not perform at capacity if not permitted extra time in which to carry out the additional tasks required to operate the adaptive technology. 6. Information from consultation with the student involved Information relating to the nature and onset of disability and the student's usual work methods can only be ascertained from the student. In any case, to ensure that the alternative assessment strategy selected is effective, it is imperative that the student's individual needs are accommodated. This can only be achieved by actively involving the student in the alternative assessment decision-making process. On some occasions, it may be helpful to also seek the advice of the university's Disability Officer.
POSSIBLE GUIDELINES FOR SPECIFIC STRATEGIESThe purpose of this section is to outline some specific alternative assessment strategies and to provide examples for their use. In addition, this section provides 'possible guidelines' for the use of these strategies. The possible guidelines for the use of specific personnel have many points in common. As such, each set of guidelines is produced in full as an appendix.The Use of Specific PersonnelInterpreterStudents who are deaf and who use sign language will require an Interpreter at the start of an examination if any instructions are delivered orally. Also the Interpreter may be necessary to allow the student to clarify information on the examination paper. Students who are deaf may require an Interpreter if the assessment involves the student giving an oral presentation. An Interpreter may use signed English or Australian Sign Language to communicate with a student who is deaf. See Appendix A for possible guidelines when using an Interpreter. Reader Students who are unable to read print because of a disability may require a Reader (eg, a student who is blind or a student with involuntary head movements). Students who access auditory information better than visual information may require a Reader. (eg, some students with learning disability and some students with head injury). See Appendix B for possible guidelines when using a Reader. Scribe (also called a writer or amanuensis) Students whose ability to write or type is impaired may require a Scribe. The impairment may result in:
Students who present information better in an oral form than in a written form may require a Scribe (eg, some students with learning disability). SeeAppendix Cfor possible guidelines when using a Scribe. Personal Assistant A student who requires assistance in personal and/or practical ways during the course of an examination may require a Personal Assistant. The Personal Assistant may be required to provide assistance with manual tasks at the student's instruction; for example, turning pages, inserting a disk into a computer, removing the student's cardigan. A Personal Assistant may also be required to assist with personal care tasks during rest breaks (eg, eating, toileting). See Appendix Dfor possible guidelines when using a Personal Assistant.
Oral ExaminationsThese examinations may involve the oral presentation of examination questions and/or the student delivering examination answers orally, when the standard mode is in writing.Oral Questions Students who access auditory information better than visual information may require examination questions to be presented orally (eg, students with learning disability or head injury). Oral Answers Students whose ability to write and type have been impaired may need to provide their examination answers orally. Students who present information better orally than in writing, may also need provision to supply examination answers orally (eg, some students with learning disability or head injury). Possible Guidelines When Using Oral Examinations: The guidelines below apply to the oral interview; that is, when both the examination questions and the answers are presented orally.
Use of Personal Computers in ExaminationsSpecific equipment generally used by the student to facilitate study may need to be available to the student during assessment. Such equipment will often include personal computers and word processors. It may also include voice synthesisers and software such as spelling checkers, grammar checkers, dictionaries, thesauruses and software to enlarge print on the computer screen.The use of personal computers in examinations may be for the purpose of providing examination questions in an appropriate format for the student. In addition, or alternatively, the personal computer may be used by the student to formulate and produce examination answers. Examination Questions via the Personal Computer A student who is blind may access the examination questions by using a voice synthesiser. In such instances, the examination questions would need to be relayed to the student's computer by electronic mail or on computer disk. A student who has low vision may access the examination questions by converting them to large print at the screen. Again, the examination questions would need to be provided by electronic mail or computer disk. Examination Answers via the Personal Computer Students who are blind may require a personal computer to type examination answers. The use of a voice synthesiser enables the students to check the content of their answers. Students with low vision may require a personal computer to formulate and check their answers in large print on the screen. In both these cases, examination answers can be provided to the examiner as a printed hard copy, by computer disk or electronic mail. Students with a learning disability who have particular difficulty with spelling and grammar may need to formulate answers on a personal computer and word processor so as to use a spelling checker and/or grammar checker. Students who are unable to hold and accurately push a pen may be able to push the keys of a personal computer to formulate their examination answers. (eg, some students with cerebral palsy). If incoordination of arm/hand movements results in inaccurate key strikes, a word processor allows efficient self-correction of errors. Some students with back pain experience difficulty leaning forward to write. A more upright position can often be maintained when using a personal computer. Such students may therefore require a personal computer to formulate their examination answers. In considering the implications for the use of the student's time when permitted to use a personal computer during an examination, it is important to recognise that the student may not necessarily be able to type faster than the writing speed of his/her peers, and that the cognitive tasks of undertaking assessment involve not just the writing of answers but also perusal, comprehension, formulation of answers, and review - all of which require reasonable time for any student. In short, it is unlikely that the use of a keyboard will give the student a time advantage. Possible Guidelines for the Use of Personal Computers in Examinations: The following possible guidelines apply to a student using a personal computer to produce examination answers.
Time Related Changes (eg. additional time, rest breaks)Additional TimeThe most contentious and variable alternative assessment strategy is the provision of additional time. Responses to the survey indicate that there is neither uniformity of decisions nor clarity about what are appropriate allowances for additional time within Australian universities. The literature search also indicated that this particular strategy is perhaps the most difficult in which to set clear guidelines. Hartman and Redden (1985:4) argue that 'there are no rigid rules for determining how much additional time should be given; rather, extended time should flexibly permit reasonable progress without dawdling'. Research into the effects on test performance of allowing examinees extra time indicates that little or no unfair advantage is gained over those who complete the examination in the standard time. Bridges (1982) examined the relationship between achievement test performance and the time required for completion. Using tertiary students, Bridges concluded that the amount of time taken to complete an examination did not seem to be related to test performance. Also, Lin (1986) found that a test's construct and predictive validities were unlikely to be jeopardised by time variations. With reference to learning disability the debate is focused on whether such students gain an unfair advantage when allowed additional time. Recent research, suggests that the additional time students with learning disability require for comprehension and expression affords them no advantage in being able to complete more of the examination. Runyan (1991) found that reading comprehension scores of students with learning disability and scores of students without disability differed significantly under timed conditions, but that scores were not significantly different when both groups were allowed extra time. There are three main reasons why a student with a disability might require additional time to complete an examination.
Until more research clarifies the nature and purpose of time limits for examinations, universities and students require guidelines for determining how much additional time is reasonable. These guidelines are outlined below. Examples of additional time allowances collected through the survey include Physical Disability/Repetitive Strain Injury: 5 to 10 minutes per hour to accommodate slower writing speed Learning Disability: 20 minutes per hour for perusal/formulating/writing/checking answers Chronic Pain: 15 minutes per hour for standing and/or moving around Vision Impairment: Double time for students who are blind; and time-and-a-half for students who have low vision Hearing Loss: 20 minutes per hour for perusal/formulating/writing/checking answers In considering the application of these examples, it is important to bear in mind that these are broad examples which focus only on the nature of the disability. Other factors, such as those listed below, also need to be considered. Consideration of the factors for selecting strategies for the individual student may assist staff in determining the amount of additional time which will meet the needs of individual students. In brief, these factors are:
Rest Breaks Rest breaks are provided so that the examination session does not become an endurance test for the student, particularly if additional time has been allowed. A student who has a disability that causes pain (eg, back condition) may require rest breaks to relieve pain by standing and walking around. A student who becomes extremely stressed during examinations because of a psychiatric or psychological condition may require rest breaks to reduce anxiety levels. The rest break may be used to move around the room or to take short walks outside (under supervision). Some students may require rest breaks in order to attend to personal needs; for example, a student with diabetes may need to eat. Other conditions may necessitate medication or toileting during the examination period. Possible Guidelines for the Provision of Rest Breaks Where rest breaks are allowed, it is useful for the supervisor and the student to have a clear understanding of the terms under which this strategy will be used, namely:
NOTE: Students who are provided with additional time but are not placed in a separate venue are likely to be disturbed by the earlier mass exodus of the larger student group. Accordingly, it may be appropriate to provide a separate examination venue or to allocate a rest break (eg, ten minutes) while the larger student group leaves the examination room.
Flexible Time Arrangements Some students with disabilities may require flexibility in the scheduling of their examinations. This may involve any of the following:
Examinations may need to be scheduled so that where possible, rest periods are provided between examinations.
Possible Guidelines for Split Sessions Over Successive Days
TYPES OF DISABILITY AND RELATED ALTERNATIVE ASSESSMENT STRATEGIESThis section outlines the broad types of disability and the associated functional difficulties for which an alternative assessment strategy may be required. Below each functional difficulty is a list of appropriate alternative assessment strategies from which the most suitable strategy can be selected. The list of strategies is in italics and is not in any particular order.It is important to remember that students may have a number of functional difficulties associated with their disability and may also have more than one type of disability. As such some students require a mix of alternative assessment strategies. Alternative assessment strategies should be selected with flexibility as well as fairness. The strategies listed in this section are not exhaustive. Creative imagination in the selection and application of alternative strategies can also be very useful. CHRONIC FATIGUE SYNDROMEThis is a relatively new condition which causes tiredness, headache and pain, muscular fatigue, general weakness, impaired concentration and lowered morale. The condition may gradually improve but often relapses occur.Functional difficulty: impaired concentration due to fatigue Answering alternatives
Answering alternatives
Physical environment
CHRONIC PAINThere are numerous causes of chronic pain and students with this disability may be unable to persist very long with a task without rest breaks or changing posture. Students may experience fatigue, stress-related anxiety, impaired concentration and side-effects from pain-relieving medication.Functional difficulty: inability to maintain writing posture during the period of the examination (eg, due to back pain) Answering alternatives
Answering alternatives
Physical environment
HEARING LOSS (DEAF OR HARD-OF-HEARING)Students who have a hearing loss have widely differing degrees of hearing ranging from partial hearing to total loss of hearing. Hearing loss can affect the development of language skills such as oral speech, reading and writing.Depending on the extent of hearing loss, communication is through hearing aids, lip reading, 'cued speech' (which aids lip reading) sign language, or signed English. For some persons whose deafness occurred prior to early language development, sign language may be their first language. Because sign language is quite distinct in its construction, English is therefore the second language and requires the student to translate from one to the other. Functional difficulty: inability to access information delivered orally (eg, examination instructions or when clarifying examination questions) Instruction alternatives
Answering alternatives
Physical environment
LEARNING DISABILITYThis term refers to a range of difficulties with receiving, processing, expressing or retrieving information, any of which affects the person's ability to function effectively in one or more areas (such as spelling, grammar, following directions, spatial relations, numbers).Functional difficulty: accessing information which is in a written/print form Questioning alternatives
Answering alternatives
Answering alternatives
Physical environment
MEDICAL CONDITIONThere are obviously numerous conditions in this category (eg, respiratory or cardiac conditions, diabetes, cancer). Such conditions may therefore vary enormously, be temporary or long- standing, and may be well-controlled or fluctuating.Students with debilitating medical conditions may be unable to persist very long with a task without rest breaks, or may experience fatigue, discomfort, pain, or impaired concentration. Prescribed medications may cause fatigue and/or difficulty with concentration or memory. Functional difficulty: low endurance for writing or maintaining a writing posture Answering alternatives
Answering alternatives
Answering alternatives
Specific permission may be required to
OVERUSE INJURYThis area of disability refers to a range of injuries caused by overuse (particularly in fast, repetitive activities) resulting in pain and/or stiffness in the hands, wrists, forearms and/or neck. Difficulties therefore arise in relation to manual tasks such as writing or keyboard use.Functional difficulty: pain when writing or reduced endurance for writing and/or reduced writing speed Answering alternatives
Physical environment
PHYSICAL DISABILITYThis may involve impaired function in the hands, arms, legs, trunk or neck. The impairment may involve the inability to move the body part (eg, quadriplegia) or inability to coordinate movement (eg, cerebral palsy). Missing limb/s through amputation is also included.Functional difficulty: inability to write using a pen Answering alternatives
Answering alternatives
Questioning alternatives
Questioning and Answering alternatives Other considerationsPhysical Environment
PSYCHIATRIC CONDITIONStudents with these conditions may have any of a range of difficulties such as anxiety, depression, poor motivation, or recovery from substance abuse - any of which may affect concentration, attention, interest level and/or the ability to meet deadlines. These difficulties may be transitory (eg, induced by recent personal trauma) or of longer standing.These types of disabilities may affect the student's performance under stressful conditions such as academic assessment. If students are taking prescription medication they may be affected by drowsiness, thirst, visual and/or manual difficulties. Functional difficulty: extreme examination-related stress Answering alternatives
Answering alternatives
Separate examination venue
SPEECH IMPAIRMENTThis may include speech that is hard to understand, stuttering, diminished voice strength/projection or inability to communicate orally.
For Oral Assessments/ExaminationsFunctional difficulty: inability to communicate orallyAnswering alternatives
Answering alternatives
VISION IMPAIRMENT (BLIND AND LOW VISION)This involves a loss of vision ranging from low vision to no functional vision at all (ie, blind).Functional difficulty: inability to read examination questions in standard print Questioning alternatives
Answering alternatives
Physical environment
* Strategy may also require additional time REFERENCESAustralian National University (1992), Managing Oral Examinations for Students with Disabilities: a Guide for Staff and Students. Canberra: Author.Bridges, K.R. (1982), Order of Finish, Time to Completion, and Performance on Course-Based Objective Examinations: a Systematic Analysis of Their Relationship on Both Individual Exam Scores and Total Score Across Three Exams, paper presented at the Annual Meeting of the Eastern Psychological Association, Baltimore. Hartman, R.C. and Redden, M.R. (1985), Measuring Student Progress in the Classroom: a Guide to Testing and Evaluating Progress of Students With Disabilities, 1985-86 Edition, American Council on Education Washington, DC. Lin, M. (1986), The Impact of Time Limits on Test Behaviours. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco. Runyan, M.K. (1991), 'The effect of extra time on reading comprehension scores for university students with and without learning disabilities', Journal of Learning Disabilities, 24 (2), 104-108. Skill: National Bureau for Students with Disabilities (1987), Examination Arrangements for Students with Disabilities, London: Author. FURTHER RESOURCESAustralian National University (1992), Managing Oral Examinations for Students with Disabilities: a Guide for Staff and Students, Canberra: Author.This booklet is based on the experience of study skills advisers who have worked with students with disabilities. The booklet is in two sections, the first half is a resource for staff who administer and mark oral exams - includes advice on taped exams, the oral interview and combinations and variations of written/oral/practical exams. The second half of the booklet consists of suggestions for students who are preparing for oral exams - university staff are advised to read this section to gain a student perspective on the oral exam. Flinders University (1992), Specific Learning Disabilities at University (Leaflet), Adelaide: Author. This leaflet provides succinct but comprehensive information on specific learning disabilities - the nature of this disability type, some of the difficulties most commonly encountered, factors which exacerbate those difficulties and the implications of this disability for alternative assessment and teaching strategies. The leaflet also outlines the policy of Flinders University on students with this disability. Hartman, R.C. and Redden, M.R. (1985), Measuring Student Progress in the Classroom: a Guide to Testing and Evaluating Progress of Students With Disabilities, 1985-86 Edition. Washington, DC: American Council on Education. This article is a useful resource for awareness raising and includes information on various disabilities and identifies a range of alternative assessment strategies that have been used in educational settings. Some considerations when selecting strategies are provided. Skill: National Bureau for Students with Disabilities (1987), Examination Arrangements for Students with Disabilities, London: Author. This publication is similar to the Hartman and Redden article, but discusses the issues more fully. It is useful for gaining an English perspective. University of Newcastle (1992), Reasonable Accommodations: a Faculty Guide for Teaching Students with Disabilities. Newcastle: Author. This 17 page guide focuses more on alternative teaching strategies, than assessment strategies. It is useful as a practical resource for university staff and also as an awareness raising tool. It looks at myths relating to disability, language and attitudes and discusses a range of specific disability types in the context of implications for equal academic opportunity.
APPENDIX A - Possible Guidelines When Using an InterpreterThe Interpreter should be approved by the University prior to the examination (Interpreters should be qualified to at least Level 2 by the National Accreditation Authority for Translators and Interpreters).The Interpreter and the student should be familiar with each other and the student should not be expected to use several different Interpreters during successive examinations. The Interpreter and the student should be given copies of these guidelines prior to the examination. The Interpreter should interpret the exact speech/sign as communicated by the student or the examining officer. The Interpreter should interpret no other speech/sign, nor go beyond the student's or the examining officer's communications. The Interpreter should not discuss any matters during the examination with the student or the examining officer unless it relates to the communication of examination questions/answers (eg, the student asks the Interpreter to repeat a sentence). The student should be allowed additional time due to the extra demands (ie, skills/tasks) for the student in using an Interpreter. The location and time of the examination should be approved by the Faculty Examination Section, or other relevant assessment authority. APPENDIX B - Possible Guidelines When Using a ReaderThe Reader should be approved by the University prior to the examination.If possible, the Reader and the student should be familiar with each other, and the student should not be expected to use several different Readers during successive examinations. The Reader and the student should be given copies of these guidelines prior to the examination. The Reader should read to the student the exact text of the examination question(s). The Reader should make no other comment or use any intonation which emphasises any part of the examination question(s), nor make any interpretation of the examination question(s). The Reader should not discuss any matters during the examination with the student unless it relates to the re-reading of an examination question (eg, if the student asks the Reader to repeat an examination question). The student should be allowed additional time due to the extra demands (ie, skills/tasks) for the student in using a Reader. The location and time of the examination should be approved by the Faculty Examination Section, or other relevant assessment authority. (Adapted from University of Wollongong policy. Modifications have been made.) APPENDIX C - Possible Guidelines When Using a ScribeThe Scribe should be approved by the University prior to the examination.If possible, the Scribe and the student should be familiar with each other, and the student should not be expected to use several different Scribes during successive examinations. The Scribe and the student should be given copies of these guidelines prior to the examination. The Scribe should write the exact text as communicated by the student - orally, through interpreted sign language, by finger spelling, or any other appropriate medium. The Scribe should write no other text, nor go beyond the student's communication. The Scribe should not discuss any matters during the examination with the student unless it relates to the student's communication of examination answers (eg, the scribe asks the student to repeat a sentence). The student should be allowed additional time due to the extra demands (ie, skills/tasks) for the student in using this strategy. The location and time of the examination should be approved by the Faculty Examination Section, or other relevant assessment authority. (Adapted from University of Wollongong policy. Modifications have been made.) APPENDIX D - Possible Guidelines When Using a Personal AssistantThe Personal Assistant and the student should be familiar with each other, and the student should not be expected to use several Personal Assistants during successive examinations.The Personal Assistant and the student should be given copies of these guidelines prior to the examination. The Personal Assistant should not discuss any matters during the examination with the student unless it relates to the student's need for personal care or assistance with manual tasks. The student should be allowed additional time due to any additional demands (ie, skills/tasks) for the student in using a Personal Assistant. The location and time of the examination should be approved by the Faculty Examination Section, or other relevant assessment authority. FOR FURTHER INFORMATIONQUEENSLAND Ms Nancy Rogers Telephone: (07) 875 7280
Ms Merindi Derrick Telephone: (07) 875 5372
CAMPUS ADDRESSES Griffith University QLD Gold Coast University College of Griffith University Queensland Conservatorium of Music Queensland Conservatorium of Music, Griffith University Queensland College of Art, Griffith University * this is the official address for both the Nathan and Mt Gravatt campuses as well as the University as a whole.
Australian Capital Territory Mr Trevor Allan Telephone: (02) 6125 5036 Mr John Galvin Telephone: (02) 6201 2990
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