When exam season looms, most students and schools prepare for the usual structure: final exams, controlled assessments, and strict timetables. But what happens when a student can’t sit an exam — not because of timing, stress, or last-minute illness — but because their disability makes the assessment inaccessible even when all reasonable adjustments have been tried?

That’s where Alternative Evidence Assessment (AEA) comes in. It’s one of the least-talked-about parts of the JCQ’s 2025–26 regulations, yet for some students, it can make all the difference.

This blog post breaks down what AEA actually is, when it applies, how to apply for it, and what schools need to know for this year’s JCQ rules — all in simple, practical language.

What Is Alternative Evidence Assessment (AEA)?

In short, AEA is a backup option used when a disabled student cannot take the standard examination, even after every reasonable adjustment has been explored.

If a student isn’t able to sit an exam — not even with extra time, rest breaks, assistive technology, a scribe, a smaller room, or other adjustments — the exam board might instead use other pieces of the student’s work to award a grade.

That alternative work could include:

• Mock exams
• In-class tests
• Coursework or NEA (when allowed)
• Assignments completed under supervised conditions

But AEA is rare, highly regulated, and only applies if the student meets the Equality Act 2010 definition of disability. It is not designed for temporary issues, exam-day illness, or nerves — those fall under special consideration.

When Might AEA Be an Option?

AEA is only considered in exceptional circumstances. A centre might think about AEA when:

• A student has a disability that fundamentally prevents them from accessing the exam.
• All reasonable adjustments have been tried, tested, or ruled out — and none make the exam possible.
• The student has followed the full course and covered the specification.
• There is enough good-quality evidence of the student’s actual ability.
• The student cannot take the exam in any form.

This is not a shortcut, nor a way to sidestep exams for students experiencing anxiety alone. It is strictly tied to the JCQ’s 2025–26 guidance for disabled candidates.

How Centres Apply for AEA (Step-by-Step)

1. Spot the Situation Early
   • Involve the SENCo or Access Arrangements Lead
   • Consider all reasonable adjustments
   • Check whether any of those would allow the exam to go ahead

   If nothing would make the exam accessible, AEA might be appropriate.

2. Gather Strong Evidence

   This is the biggest part of the process.

   • Medical or diagnostic evidence supporting the disability
   • Documentation showing all reasonable adjustments considered (and why they weren’t enough)
   • Proof the student has completed the course
   • Alternative assessment evidence
   • Confirmation that any work submitted is the student’s own

   Everything needs to align with the exam specification.

3. Contact the Exam Board
   • An explanation
   • All supporting evidence
   • Confirmation that all adjustments have been explored

   The awarding body then reviews the case.

4. Keep Clear Records
   • The full evidence bundle
   • Correspondence with the awarding body
   • The final decision
   • All internal records

   JCQ’s 2025–26 retention guidance outlines how long evidence should be stored.

What Kinds of Evidence Count?

Useful evidence includes:

• Supervised mock exams
• Class tests using past paper questions
• Coursework (if appropriate)
• Extended supervised tasks
• Teacher-assessed assignments

The work must be:

• Authentic
• Specification-aligned
• Verifiable
• Strong enough to show the student’s real level of ability

JCQ Guidance That Matters (2025–26)

Centres should refer to:

• Access Arrangements and Reasonable Adjustments 2025/26
• A Guide to the Special Consideration Process 2025/26
• Instructions for Conducting Examinations (ICE) 2025/26

These provide the full framework and rules for using AEA.

What Centres Should Include in Their AEA Policy

Who Does What:

• SENCo: identifies need, gathers medical evidence, collects work samples
• Exams Officer: communicates with exam boards, submits applications, stores documents
• Teachers: provide verified evidence of the student’s work
• Head of Centre: approves the final submission

Procedure:

1. Need identified
2. Adjustments explored
3. Evidence collected
4. Head of Centre signs off
5. Application submitted to exam board
6. Documents stored for audit

Evidence Expectations:

• Aligns with the specification
• Clearly completed by the student
• Demonstrates actual knowledge and skill

Quick AEA Checklist for Centres

• Student meets the Equality Act definition of disability
• All reasonable adjustments have been explored and exhausted
• Student has followed the course fully
• Centre has strong alternative evidence
• Head of Centre has signed off the request
• Application submitted to awarding body
• Records kept securely according to JCQ guidance

Final Thoughts

Alternative Evidence Assessment isn’t a shortcut and it isn’t a replacement for exams. It’s a carefully controlled process designed to ensure disabled students aren’t unfairly disadvantaged when traditional exams simply aren’t accessible — even with adjustments.

For some students, AEA can be the only route to achieving their qualification. For centres, understanding how AEA works — and planning early — is key to getting it right.