Dyslexic students are (in Denmark ) allowed to write less for their written assignments. Could your student, by analogy be allowed more time to answer the questions or asked fewer questions in the one hour? (I´d suggest more time would be better).
Regards,
Richard
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From: PhD-Design - This list is for discussion of PhD studies and related research in [mailto:[log in to unmask]] On Behalf Of Gabriele Ferri
Sent: Friday, March 1, 2019 8:28 PM
To: [log in to unmask]
Subject: Anxiety and assessments
Hi all,
I'm looking for advice. In the MSc program I coordinate, we have two competence-based (vs. skill-based) assessments/exams. These are 60-mins interviews with a panel of assessors, where students discuss their work and answer questions pertaining projects that took place in the past semester.
These are the main, principal assessments in the academic year.
A student just presented medical documents certifying an anxiety disorder, and asked for an alternative format. The school's psychological counsellor and I are at a loss here. The point of a verbal assessment is to probe, through q&a, a student's ability to defend and support their design choices.
Other formats (e.g. a written essay) lose the fundamental quality of showing whether one can think on their feet vis-à-vis their design process.
On the other hand, I respect that anxiety is an objective medical condition, and I realize I should be able to accommodate. I just don't know how!
Any ideas?
Cheers
G:
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