Alternative to exams should and can be arranged, given
appropriate disuscusion and time. Throwing in the issue of
alternative assessments as the exams approach is another
matter. I have no great fondness for exams, as you're
right it is for administrative convenience half the time.
However, it can often be the only way to assess a student's
learning outcomes, without the helpful intervention and
support of a dyslexia support person / sister / brother /
friend.
On Fri, 26 Jan 2001 08:49:21 +0000 David Grant
<[log in to unmask]> wrote:
> It's Friday - so it a chance to be a little provocative, but with a serious
> purpose.
>
>
> 'Exams are run for administrative convenience'. That's a quote for a CNAA
> document [Council for National Academic Awards for those much younger than
> me]. The CNAA were intrumental in bringing about a shift from a total
> reliance on unseen exam papers to a balance between exams and coursework in
> the UK.
>
>
> Very heavy increases in staff work loads [admin & lecturers] over the past
> decade, coupled with anxities about copying, make exams look more
> attractive. Universities are looking for adminsitrative convenience so any
> departure for 'normal' practice is likely to be discouraged. Precept 10 &
> 13 from the QAA Code for Students with Disabilities complies universities to
> behave in an administratively inconvenient way.
>
> To take one example. How many of you have experience of students with
> Asperger's Syndrome not turning up for an exam? [This is a serious
> question]. I'm about to make a recommendation that a university should
> consider allocating such a student with a designated exam room for the
> duration of his studies. This would directly accommodate his requirement
> for rigitity and ritual. This might be seen as impractical by the
> university. It would certainly be a challenge for the administration.
> That's why I would use the phrase ... the university may wish to consider...
>
>
> For some students unseen exam papers are not appropriate and alternatives
> should be found. That's not as difficult as it sounds - in principle. I
> have seen very few learning outcomes for a module that leave no alternative
> but an exam. The question of comparability is often raised. If students
> could see double marks for exam papers or coursework the question of
> comparability might be seen as a red herring [I've seen many cases where the
> two marks are several degree classifications apart].
>
> The key issue is one of working from the learning outcomes with respect to
> the disability of the student. This will involve administrative
> inconvenient [and hefce disbaility funding provides for this factor - but I
> bet most exam units are not told about this]. I have been struck by the
> high level of good will that exists, but in many organizations there will
> always be the occassional member of staff who will be resistant, and I don't
> doubt the need for both staff development and working in partnership as key
> factors.
>
> Exams are challenging for many groups of students, not just those with
> recognised disabilities. I remember many years ago, as a course leader,
> having to provide advice for a student taking her final year exams for whom
> the stress of exams resulted in flash-back memories of childhood abuse [she
> graduated]. Exams can be more than educationally destructive.
>
> As you cope with the causalties of an administrative system I suspect many
> of you will be thinking, still some way to go. Students do have
> responsibilities and obligations - but if the system had been perfect the
> QAA code would not be required.
>
> PS I would be grateful for comments on the Asperger's question.
>
> David
>
> David Grant, PhD., Chartered Psychologist
> dyslexia diagnosis - a specialist service for students
> 3 Rosebank Road
> Hanwell
> London W7 2EW
>
> Tel: 020 8579 1902
>
> e-mail: [log in to unmask]
>
> ----------
> >From: Bryan Jones <[log in to unmask]>
> >To: [log in to unmask]
> >Subject: Re: exams and memory
> >Date: Tue, Jan 23, 2001, 9:27 am
> >
>
> >Two points.
> >
> >Firstly, Students should have demonstrated their academic
> >ability/potential in order to obtain a place at Uni in the
> >first place. i.e they have sat exams before. Admittedly
> >some obtain places based on their previous work experience,
> >but this should still demonstrate a certain pre-entry
> >ability. If there are known or expected problems with
> >sitting exams this should be address at the application
> >stage.
> >
> >Secondly, it is very easy for an ed psych to throw out a
> >recommendation without having considered all the
> >implications and practicalities. It happens too often and
> >has even led to litigation when the institution could not
> >accept the "recommendation." It is also a reason why many
> >of us take their technology recommendations with a pinch of
> >salt.
> >
Bryan Jones
Equal Opportunities Adviser
London Guildhall University
Tel: 020 7320 1137
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