Alternative Forms of Assessment

In the small number of cases where students are severely affected by dyslexia, the academic allowances commonly made may not be sufficient to provide appropriate support. It could therefore be necessary to consider alternative modes of assessment – for example, a viva voce rather than written work. When deciding whether an alternative format for assessment is appropriate, it is important to consider the learning outcomes against which students are assessed. It may be the case that, due to professional requirements or the need to demonstrate a particular skill (for example, well structured written arguments), alternative assessment cannot be offered. The important aspect here is that consideration of alternative forms of assessment should be informed both by student need and the maintenance of academic standards/professional requirements. An unambiguous academic rationale should be available for the final decision, so that the student is clear about the grounds on which the alternative assessment was/was not arranged.

When differential assessment is offered institutions should not disclose this to anyone outside the institution without the student’s consent. If, for example, such information is included in a reference, Singleton indicates that a positive approach should be adopted; that the student has had the opportunity to demonstrate knowledge. In cases where the student refuses permission to disclose, it may be that the referee cannot supply a reference.

The importance of detailed and specific general marking guidelines

It is good, and increasingly general practice for course coordinators to devise very clear marking criteria and guidelines for coursework and examinations, so that there is consistency between markers in the awarding of grades. Such guidelines normally stipulate the information and knowledge that needs to be conveyed in order to be awarded grades A to F. It is rare for spelling to be included as a marking criterion and therefore students, whether dyslexic or not, should not be penalised for spelling errors. The same would apply to minor inaccuracies and errors in punctuation frequently made by students with dyslexia. The same principle applies to other possible marking criteria such as grammar and punctuation. There should be no need to differentiate between the scripts of dyslexic and non-dyslexic students on the basis of these features of their writing if they are not being assessed explicitly.

In subjects such as Pharmacology or English Language, in which correct spelling is deemed important, the number of marks that can be lost for poor spelling should be stipulated. Usually only a small percentage (2-5%) of marks is likely to be assigned to spelling. It may be therefore, that students with dyslexia will lose a small percentage of marks because of their weak spelling; but if spelling is important in their particular discipline, they may have to accept this. The emphasis for students in this situation will then shift from special accommodations to appropriate tuition so that they can develop the skills they need.

Source - Association of Dyslexic Specialists in Higher Education

The above document was prepared from information contributed in two workshops at the First Annual ADSHE conference (September 2004) and subsequently agreed upon by the members of the Association. It amends the original Guidance Notes first developed in October 2003.