At 16:01 15/06/98 -0400, you wrote:
I agree. I believe this applies to all students with disabilities. We should
give the students as much help as they need, but the quality of their work
needs to be of the required standard. Otherwise the value of the
qualification is devalued. In fact if standards were allowed to be lowered
it would devalue the qualifications obtained by everyone with a disability.
Rob
>Dear Ami
>
>This institution has a large Art Department and a Design and Technology
Department, we also
>have a lot of dyslexic students. Extra time is made available for exams,
but as you say in Art
>and Design assessment is usually based on assignments. Students are given
support with their
>literacy (reading writing skills), study skills support, the DSA is used to
support students
>and they may be permitted additional time to submit their assignments. If
after all this they
>still cannot produce the goods and submit a poor piece of work they will
fail. Extra
>percentage points cannot be awarded, otherwise one is changing the
standards of what
>constitutes a learning outcome. Internal moderation can involve detailed
discussion of a
>students work and tutors may consider being generous, but there is only so
far that one can go
>with this. At the end of the day we a awarding degrees and HNDs, etc which
have to reflect a
>certain standard of what we expect of our graduates.
>
>Bryan Jones
>Equal Opportunities Adviser
>London Guildhall University.
>
>On Mon, 15 Jun 1998 14:46:04 +0100 Ami Fletcher <[log in to unmask]>
wrote:
>> I am currently investigating provision for students with dyslexia. At
>> present students here have the usual exam options of extra time, use of a
>> computer, a reader etc, but as an Art and Design institution, assessment
>> is usually based on assignments. for this reason, answers to some/all of
>> the following questions would be much appreciated.
>>
>> 1. Is dyslexia taken into consideration when work is marked?
>> 2. If so, is the severity/form of dyslexia taken into consideration or is
>> a blanket policy operated (for example, X per cent added on to total mark
>> of degree)
>> 3. If there is a blanket policy, what percentage is applied.
>> 4. What are the arguments for/againt a blanket policy?
>> 5. What would you think of 3 percent as a suggested grade increase?
>>
>> Any infor/ideas would be appreciated!
>>
>> Thanks
>> Ami
>>
>
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>
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