Ideally, an amanuensis (or 'scribe') should be regarded as an efficient writing machine, responsive to instructions and free from the mechanical complexities of keyboards or tape-recorders.
The amanuensis should be literate in the subject he/she is scribing. This is particularly true of subjects with terminology and symbols, which would be unfamiliar to most people. While some students are well used to working with an amanuensis, for others this might be the first time, and if the student has not practised sitting exams this way, it can be really difficult. The fact that the amanuensis must be literate in the subject means that the student may feel a little embarrassed about dictating answers to someone he/she knows has a sound grasp of the material. It is really important that the amanuensis should be calm, quiet, reassuring, and, above all, patient: some students will ask their amanuensis to score out the last page(s) they have written, and the amanuensis must at least appear not to mind!
The reason a student needs an amanuensis in exams affects the arrangements for the exam. This is because some students - those who have a manual impairment, permanent or temporary - are able to read over the scribed work after it has been recorded, whereas other students - those who have a visual impairment or severe dyslexia - are unable to do this. The students in the latter group will also have to have the exam paper, and individual questions, read to them.
For All Students
Whatever the reason for scribing, certain negotiations have to be made between student and amanuensis before the exam can begin.
- How are notes to be made? By the amanuensis on the script, or, where a limited amount of writing is possible, by the student on a separate sheet of paper?
- Punctuation and spelling? Does the student want to give only the main punctuation breaks, leaving the rest to the amanuensis, or would they rather dictate every punctuation mark?
- What if the amanuensis can't grasp a word? Do they ask the student to repeat there and then, or come back to it later?
For Students with a Visual Impairment
There are additional points to be ironed out before the exam.
- Does the student wish to be reminded about the time? Throughout, or only towards the end of the exam?
- If you have to draw diagrams, how can you check with the student that what you have drawn is an accurate reflection of what was wanted?
Most students with a severe visual impairment will be well used to working with an amanuensis, and will be well able to say what is required.
While these issues are negotiable between amanuensis and students, there are obviously some things, which are clearly not negotiable.
- The amanuensis should under no circumstances indicate by any word or action that he/she thinks the student has made a mistake.
- The amanuensis should under no circumstances prompt the student with regard to the content of the exam answer.
It is a good idea for the amanuensis to speak only when spoken to, leaving the student in charge of asking to have text read back, or to have the exam questions read out again. However, this rule of silence will sometimes have to be broken, if, for example, the amanuensis cannot keep up with the speed of dictation.
Clearly, an exam in which an amanuensis is used takes longer, and as a guideline, 50% extra time should be given. If at all possible, there should be some time prior to the exam for the student and amanuensis to negotiate points above.
A COPY OF THESE NOTES SHOULD BE GIVEN TO EACH AMANUENSIS, TO SIGHTED AND PARTIALLY SIGHTED STUDENTS ABLE TO READ TEXT, AND THE CONTENT SHOULD BE DISCUSSED WITH STUDENTS UNABLE TO READ THESE NOTES, PREFERABLY WELL BEFORE THE EXAM.