In my experience, there are some students with SpLD who are never able to achieve faultless written expression, despite adequate assessment and support - the use of a sticker requesting 'sympathetic' marking is one way of flagging up to markers that the 'irregularities' in written expression are not due to lack of commitment, poor subject knowledge, carelessness etc., but due to the impact of the SpLD.

I am still finding it incredibly hard to get the concept and process of 'sympathetic' marking across to academic staff. There are also misconceptions about this issue amongst the students themselves and their fellow-students......altogether a problematic area.

>>> [log in to unmask] 06/05 10:33 am >>>
Sara
If the needs of the disabled student are assessing adequately at the
start and support is provided it is reasonable to assume that students
will be performing in the same way as their non disabled peers, we
therefore do not request any sympathetic marking as a blanket
recommendation, however, where the support has broken down or there are
mitigating factors which do disadvantage the student then they are
encouraged and supported in claiming mitigating circumstances before the
exam board, this option is also open to students who fall ill or who
have their work interrupted by a variety of personal issues, bereavement
etc.

In the case of dyslexic students, again depending on the support that
has been made available to them and the nature of the assessment
'sympathetic marking ' may be requested with the emphasis to 'mark for
content'.

Fundamentally if the support is right the students work is considered in
the same way as other students.

Hope that helps
Chris

-----Original Message-----
From: Dohertys [mailto:[log in to unmask]]
Sent: 05 June 2003 10:27
To: [log in to unmask]
Subject: Sympathetic marking

Any advice on marking guidelines for assessing the academic written work
of
dyslexic/disabled students given sympathetic consideration in the areas
of
structure, punctuation, spelling, grammar and proofreading? This causes
academics concern about not wishing to discriminate whilst trying to
maintain academic standards. I am trying to produce advice on managing
the
marking process for disabled students to staff so there is agreement on
what
sympathetic consideration means. We have reworded advice on our Summary
of
Needs form to say 'over emphasis on these areas will highlight the
disability...' indicating that content should be marked therefore
assessing
the student's understanding of the subject, however there is an argument
that competence in the mechanics of writing is a learning outcome for HE
level work. Opinions?

Sara Doherty
Head of Learning Support
RED Centre
Froebel College
University of Surrey Roehampton
Roehampton Lane
London SW15 5PJ

Tel: +44(0)20 8392 3875
Fax: +44(0)20 8392 3735