Case Studies: Bill
Bill was a bright and engaging student at school, however outside of the controlled environment of the classroom, Bill struggled with time management and procrastination. This was a frustrating period for both Bill and his teachers, until he was diagnosed with ADHD in secondary school and proceeded to receive the support he needed.
At University, Bill knew that he would need some form of support, but he wasn’t aware of DSA (like many of the students he sees) until his mother mentioned it.
“Having a student leave the assessment room feeling more confident than they were when they first came in, is the joy of the job.”
For Bill, the DSA process was confusing. He became defensive and felt he had something to prove, so he masked some of his challenges to avoid being judged. He now knows that “you are not judged at the assessment, and this was a safe space where I should have been more open and honest.”
Bill received a specialist mentor at University, which helped him add structure and routine to his studies. He would meet his mentor near the library and then continue studying in the library afterward. Another helpful tool he received was an Olympus digital voice recorder. This was invaluable when attending lectures and taking notes. It removed the difficulty of having to listen, think, and write.
After University
Bill knew that he didn’t want a desk job, and felt a calling to the artistic side and wanted to be an actor. At drama school is where he met some of our A2B’s assessors. Bill then went on to train as an Assistant Technology Trainer at D&A. Working with students directly and establishing relationships and seeing the DSA recommendations in use, Bill then made the natural progression to become an assessor.
Proudest moment/Why do you enjoy being an assessor?
“Having a student leave the assessment room feeling more confident than they were when they first came in, is the joy of the job.”
Bill enjoys seeing students that he has assessed, progressing beyond University. It gives him a great sense of achievement that he, in some way helped and guided them to receive the support they needed.
Every day is different, and every one is unique and has their own set of barriers and challenges, which can be exciting, yet unnerving.
Why A2B?
A2B Assessments is where I have met “some of the nicest people I’ve ever worked with. Working in an empathetic and understanding company where everyone involved is entirely lovely, and the levels of empathy and listening skills are through the roof.”
A2B’s heart is in the right place in its commitment to students and what they do as a business. It’s about how they treat that individual as an individual and give them the support that they need. That may explain why A2B is doing so well, going nationwide and receiving such positive feedback. Whether assessments are remote, by video or face to face, supporting the student and ensuring they have the best possible experience has been at the core.
Advice to students
“Understand the relationship between assessor and student as client and advocate. You are not being interviewed. They’re not trying to catch you out. The main idea of an assessment is to help you get the support you need. You won’t go far wrong as far as you understand that relationship.”
Case Studies: Bill
Bill was a bright and engaging student at school, however outside of the controlled environment of the classroom, Bill struggled with time management and procrastination. This was a frustrating period for both Bill and his teachers, until he was diagnosed with ADHD in secondary school and proceeded to receive the support he needed.
At University, Bill knew that he would need some form of support, but he wasn’t aware of DSA (like many of the students he sees) until his mother mentioned it.
For Bill, the DSA process was confusing. He became defensive and felt he had something to prove, so he masked some of his challenges to avoid being judged. He now knows that “you are not judged at the assessment, and this was a safe space where I should have been more open and honest.”
Bill received a specialist mentor at University, which helped him add structure and routine to his studies. He would meet his mentor near the library and then continue studying in the library afterward. Another helpful tool he received was an Olympus digital voice recorder. This was invaluable when attending lectures and taking notes. It removed the difficulty of having to listen, think, and write.
After University
Bill knew that he didn’t want a desk job, and felt a calling to the artistic side and wanted to be an actor. At drama school is where he met some of our A2B’s assessors. Bill then went on to train as an Assistant Technology Trainer at D&A. Working with students directly and establishing relationships and seeing the DSA recommendations in use, Bill then made the natural progression to become an assessor.
Proudest moment/Why do you enjoy being an assessor?
“Having a student leave the assessment room feeling more confident than they were when they first came in, is the joy of the job.”
Bill enjoys seeing students that he has assessed, progressing beyond University. It gives him a great sense of achievement that he, in some way helped and guided them to receive the support they needed.
Every day is different, and every one is unique and has their own set of barriers and challenges, which can be exciting, yet unnerving.
Why A2B?
A2B Assessments is where I have met “some of the nicest people I’ve ever worked with. Working in an empathetic and understanding company where everyone involved is entirely lovely, and the levels of empathy and listening skills are through the roof.”
A2B’s heart is in the right place in its commitment to students and what they do as a business. It’s about how they treat that individual as an individual and give them the support that they need. That may explain why A2B is doing so well, going nationwide and receiving such positive feedback. Whether assessments are remote, by video or face to face, supporting the student and ensuring they have the best possible experience has been at the core.
Advice to students
“Understand the relationship between assessor and student as client and advocate. You are not being interviewed. They’re not trying to catch you out. The main idea of an assessment is to help you get the support you need. You won’t go far wrong as far as you understand that relationship.”
