More questions than answers so far.   This is an attempt at clarification  -
perhaps of issues rather than questions as my answers may be too radical for
some.]


1]  Justification for additional time.

In 1990 Andrew Burton [The Psychologist, October, 1990, page 443] concluded
that 'Since the provision of more time is easily controlled and requires a
minimum of additional resources, it is often the simplest and most expedient
solution."     It did not appear to Andrew that additional time addressed
issues od comparability.


It is my view that administrative convenience would not be a justification
in law if it could be shown to be discriminatory.   The only research I know
of arrives at the conclusion that dyslexic candiates do less well in exams
even with additional time.  [I've squirraled this paper away somewere so
can't give precise reference at the moment.]


The research presented by Peter Pumfrey [British Dyslexia Association 3rd
International Conference in 2001], based on hefce data, reveals that
dyslexic students do less well than students with other disabilities in
terms of achieving a 'good' degree.   This, indirectly, points towards the
negative impact of exams on performance.   His resaerch also reveals how
disabling dyslexia can be in an academic environment.


2] Lecturing staff insights.


P.Lim askes:   " Please don't send me rude remarks in replies as I am only
quoting
what I am being asked and having difficulty in giving a convincing
arguement."


I'm going to make some sweeping generalisations in this section - so
apologies in advance.


The immediate image that springs to mind when asked to think about dyslexia
is that of diffiuclties with reading and spelling.  This can be quite
misleading.  The simplistic analogy I use is to ask people to image the
dyslexic brain as being akin to a computer, with two strengths and two
weaknesses.    The strenghs are in verbal and visual reasoning [word
processing and a graphics card] and the weaknesses are limited RAM [Working
Memory] and a slow modem [Processing Speed].

Outside of an exam these weaknessers can be compensated for to some extent
through the use of assistive technologies and dyslexia-related study
support.  In an exam these compensations are taken away.

In an exam a weak working memory results in difficulties with structuring an
answer, a tendency to go off at tangents, and long rambling sentences.  It
results in forgetting what has just been thought of when the student stops
to thinks about a spelling.   The slow speed of visual processing results in
difficulties with proof-reading and with reading, and perhaps poor quality
handwriting.

You could describe an unseen exam as the most hostile environment you can
place a dyslexic student in, an environment designed to reveal most clearly
the range of dyslexic difficulties.


3]  Solutions.

Chris asked Margaret:  so...what do you do Margaret?



My solution is easy: alternative forms of assessments.   It is ironic that
for the highest academic qualification - the Ph. D. -   the  qualification
is awarded on the submisision of written work - which is written over a
period of months if not years - which is orally examined.  Unseen exams do
not play a part.    Examiners do not fret and worry about plaigarism at this
level, nor insist that an unseen exam is the only way they can assess the
ability to think fast.

I've developed [in the past] a management degree course that avoided unseen
exams entierely.   It is quite easy to set assessments that require
independent working and work that is of a high standard [and a pleasure to
mark!].

It is necessary to help lecturers to learn how to do this.


4] Resort to law.

With the impending introduction of new legistration I think it is only a
matter of time that a student takes on his or her university - and wins - a
case based on the claim that a requirement to take unseen exams, even with
additional time, is discriminatory.   It's not only dyslexic students who
would benefit from this.


Anyone who is as old as me will remember the CNAA comment of the last
century that unseen exams were 'an administrative convenience.'    We have
moved on since then - but there is still a lot to be achieved.


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]