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Marking Guidelines

Types of Adjustment

For disabilities that have an impact on written work, such as dyslexia or other SpLDs, visual or hearing conditions, it is recommended that student work is assessed in the light of the impact that the disability may have on their written work or oral presentations.

Students are issued with electronic and paper marking labels to attach to any assessed work including exams prior to submission.

Markers are asked to follow the relevant guidelines when marking work and are encouraged not to unduly penalise for poor spelling, grammar or structure, unless these form explicit assessed course criteria, but rather mark on content and demonstrated understanding.

It is the student's responsibility to attach the label to their before they submit it, including exam papers. Where adjustments are required for presentations/vivas etc. it is also the student's responsibility to attach a label where possible or alert the marker or personal tutor.


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 or assistive software etc. Students with DSA funding, are often awarded specialist assistive software and study skills tutoring to build strategies for producing good quality written work. A student with visual or hearing conditions can also often experience difficulties with both the production and the editing, formatting of written work, and therefore can also be issued with a marking label depending on individual needs.


  • 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.
  • A blind student may find formatting and proofreading their work very difficult.