Anonymous wrote:Thanks!

Is a separate reader and scribe the norm?

I did not mean to imply there was a separate reader and scribe, just that there are usually two people in the room to prevent what e OP was asking. They tend to take turns as some tests are long. Otherwise it is one person and a recording device to make sure the person was not emphasizing the correct answers or changing what was said for scribing.

Thanks!

Is a separate reader and scribe the norm?

Anonymous wrote:DC has not had any issues, but he has a reader and a scribe. So I suppose they could have written something different but read it back to him the way he said it- however unlikely. That would be difficult.

He has had this accommodation since 5th grade and is now in 11th and no known issues.

I will add, for high stakes tests, there are two people in the room or one scribe/reader and a recorder. This s for things like SOLs, APs, PSATs...

My child has reported that the scribe "improved" her response because instead of writing word for word what she was saying, the scribe plugged in her edits. Unclear if it was grammatical edits or content edits because there is no record of what my child's intended response was.

DC has not had any issues, but he has a reader and a scribe. So I suppose they could have written something different but read it back to him the way he said it- however unlikely. That would be difficult.

He has had this accommodation since 5th grade and is now in 11th and no known issues.

Has your DC ever said that the scribed response differed from what he/she dictated to the teacher or para, therefore resulting in a lower grade?

If so, did you...
a) take your DC's word for granted
b) take the teacher's (or para's) word for granted
c) compare the scribed response with other answers that your DC has given to determine if it likely matches what your child dictated

Also, how often does your DC read scribed responses for accuracy and completion before submitting the assessment to be graded?