Veteran exam supervisors are raising concerns about the rising number of special exam arrangements for students undertaking the Victorian Certificate of Education (VCE). According to Russell Jackson and David Williams, who have a combined experience of over two decades as invigilators, the number of students receiving these arrangements has skyrocketed in recent years.
At Caulfield Grammar in Melbourne, approximately 26 percent of the 459 students sitting for exams this year have special provisions, which include options like rest breaks, additional time, or the use of digital devices. Williams, who spent 26 years as a teacher at Caulfield Grammar before stepping into the role of chief exam supervisor eight years ago, noted a significant increase in the complexity of these arrangements.
“It has become incredibly complex and the potential for errors is very high,” Williams stated, highlighting that this year’s English exam was administered across 11 different rooms due to these provisions. Exam regulations require that students using devices must be separated from those without provisions, necessitating one supervisor for every four students.
Jackson and Williams have communicated with colleagues at other schools, and they report similar trends. Jackson emphasizes that students are increasingly pursuing these arrangements as a means of self-protection, often influenced by parental advice. Many parents encourage their children to seek special accommodations, believing it may offer them an advantage.
According to data from the Victorian Curriculum and Assessment Authority (VCAA), the trend of granting special exam provisions has been steadily increasing. The number of students approved for such arrangements has risen by a striking 185 percent since 2015, escalating from 3,957 to 11,305 students in 2024. Out of the 89,010 students who took at least one exam in 2024, approximately 12.5 percent received special provisions.
Mental health issues were cited as the predominant reason for these approvals, accounting for 43 percent of cases. Health impairments followed, comprising 22 percent of the total approvals. This data underscores the growing recognition of mental health as a critical factor in educational settings, prompting institutions to adapt their examination processes accordingly.
The increase in special arrangements raises questions about the implications for exam integrity and fairness. As the trend continues, educators and administrators may need to explore ways to balance the needs of students with the requirements for a standardized testing environment. This ongoing evolution in exam supervision is indicative of broader societal changes concerning education, mental health, and student support systems.
