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Marking Guidelines

Types of Adjustment

For students with Specific Learning Difficulties it's recommended that their work is assessed in the light of the impact that the condition may have on their written work or oral presentations.

Students are issued with electronic and physical 'specific learning difference marking stickers' which are attached to any submitted work .

The assessor is asked to follow these guidelines when marking work by a students with specific learning differences.

In essence a marker is encouraged not to unduly penalise for poor spelling, grammar or structure but rather mark on content and demonstrated understanding. These are the marking guidelines.

It is the student's responsibility to attach the 'stickers' to work submitted, including exams. Where adjustments are required for presentations/vivas etc it is also the student's responsibility to remind a tutor of their learning difference.

Why? 

Students with specific learning differences may find it difficult to clearly structure work and eloquently express their ideas. Some students with dyslexia find it difficult to spell, punctuate and spot errors. Students are, of course, expected to do all they can to check their work by using Word spelling and grammar checking functions, for example, and by asking someone to proof read work. Students with DSA funding, who have specific learning differences, are often awarded specialist assistive software and student skills tutoring to build strategies for producing good quality written work. A student is encouraged to engage with these services and become self-reliant.

 

Example
  • A student with dyslexia may consistently use a word out of context. For example, use an incorrect tense or a word that sounds similar.
  • A student with dyslexia may find it difficult to express themselves verbally, to find the right word, or way to phrase something, particularly if they feel under pressure.