A learner missed an assessment session: plan the next opportunity

By the EduMark team

If a learner misses a supervised assessment session, first establish which rules apply and whether another session can be arranged. Check the assessment window, remaining time, supervision and any access arrangements. Record who made the decision and what happens next; do not assume that absence automatically means either a resit or special consideration.

The right route depends on the qualification, assessment and circumstances. The process below uses a fictional GCSE or GCE non-examination assessment (NEA) as an example, not as a rule for every assessment.

Start with the qualification rules

Identify the awarding body, qualification, component, assessment series and task. Then check the current specification, subject-specific instructions and centre policy. Note any restricted assessment window, submission deadline and conditions for completing work over several sessions.

For GCSE, AS and A level NEAs covered by JCQ’s instructions effective from 1 September 2026, a candidate unexpectedly absent from one or more formally supervised sessions is not eligible for special consideration on that basis. JCQ says the candidate should be given an opportunity to make up the missed time. Subject-specific requirements still need checking. ([jcq.org.uk](https://www.jcq.org.uk/knowledge-hub/instructions-for-conducting-non-examination-assessments-gce-gcse-specifications/))

Do not carry that answer across to a vocational qualification, workplace assessment or university module without checking its own rules. If the instructions are unclear, or a deadline makes a further session difficult, ask the awarding body or the person responsible for assessment policy before agreeing a plan.

A fictional example: one missed hour

A centre has scheduled three one-hour formally supervised NEA sessions. A learner completes the first, is unexpectedly absent for the second and is expected back for the third. The work and permitted preparatory material are held securely between sessions.

The subject teacher tells the exams officer that one hour was missed. Together they check the subject instructions and assessment window. For this fictional task, the instructions allow the missed hour to be arranged before submission. They agree a separate one-hour session, with the required supervision and the learner’s applicable access arrangements, and tell the learner when and where to attend.

The teacher records the missed session and the planned replacement. After the replacement, the supervisor records the time actually used and any issues. If the learner cannot attend, the team will review the options again rather than simply mark the task complete.

Make up time or consider another route?

A make-up session gives a learner an opportunity to complete assessment time. Special consideration is a separate process for eligible circumstances; it is not a substitute label for every absence.

JCQ’s NEA guidance distinguishes several situations:

• Short-term unexpected absence from formally supervised sessions: the learner should have an opportunity to make up the missed time, rather than receive special consideration for that absence.
• Absence for an acceptable reason on the day of an external examiner’s visit: special consideration may be possible. The centre must seek awarding-body advice at the time about alternative assessment arrangements.
• Longer-term absence in a certification series: special consideration may be possible if the published criteria are met and the work cannot be completed later. The centre must examine the circumstances and applicable requirements, not assume an adjustment will be granted. ([jcq.org.uk](https://www.jcq.org.uk/knowledge-hub/instructions-for-conducting-non-examination-assessments-gce-gcse-specifications/))

For other qualifications, check the relevant policy and application deadlines. Where a possible special-consideration application arises, the exams officer or equivalent should check the current awarding-body process and evidence requirements. JCQ also publishes a separate guide to special consideration; check that the version used applies to the assessment series. ([jcq.org.uk](https://www.jcq.org.uk/knowledge-hub/a-guide-to-the-special-consideration-process-2/?utm_source=openai))

Set up the next session

Before confirming a date, the teacher and assessment team should agree:

1. Time and task: how much time was missed, what remains to be completed and whether the proposed session falls within the permitted window. Check whether any changed circumstances require awarding-body advice.
2. Supervision: who will supervise, where the session will take place and which task conditions apply. Brief a replacement supervisor rather than assuming they know the component’s rules.
3. Materials and security: which work and resources the learner may use, how they will be issued and how they will be secured afterwards. For JCQ formally supervised sessions, the instructions say candidates cannot augment notes and resources between sessions; work to be assessed and preparatory work must be collected and stored securely. Check the subject requirements as well. ([jcq.org.uk](https://www.jcq.org.uk/knowledge-hub/instructions-for-conducting-non-examination-assessments-gce-gcse-specifications/))
4. Access arrangements: check which arrangements apply to this component and make sure the supervisor and relevant staff know what to provide.
5. Learner communication: give the learner the date, location, duration, permitted materials and a contact for questions. Explain what to do if they cannot attend; do not invite them to discuss task content with peers.

Use a simple decision record

Keep the record in the centre’s approved location, with access limited to those who need it. Include only the information needed to administer and support the decision; sensitive details can be held separately under the centre’s procedures.

If advice is needed, record the question sent, the awarding body’s response, its date and any reference. Keep the decision open until the team has the information needed to act.

Connect the people and next steps

EduMark Assessment Journeys connects assessment checks, staff, routing and result release. A team can use it to organise the assessment route and direct work to the appropriate reviewer; staff remain responsible for deciding what the qualification permits and arranging any supervised session. Check that the centre’s journey reflects its actual process rather than treating a workflow as an awarding-body decision. ([edumark.ai](https://www.edumark.ai/journeys))

After the session, confirm whether the learner completed the planned time, secure the work as required and pass any unresolved issue to the assessment lead. If the session did not happen, record that too and agree who will investigate the next option.