For us, it depends on whether a high level of written English is a relevant learning outcome. It is likely to differ between, say, the Circus Skills BA degree strand and a PGCE.
Keith Silvester
Central School of Speech and Drama
-----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
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