Very good point – how many of us do handwrite – long documents – without editing them??? What “skills” are we actually testing in exams?
Yes, I would agree that composing a decent, well argued well, structured answer is a valid skill – but not in all cases.
Dr John Conway
Principal Lecturer / Chair Research
Director, MSc International Rural Development
Disability Officer
Royal Agricultural College
Cirencester, Glos. GL7 6JS
From: Discussion list for disabled students and their support staff. [mailto:[log in to unmask]] On Behalf Of Simon Jarvis
Sent: 24 March 2011 2:06 PM
To: [log in to unmask]
Subject: Re: Reasonable?
That's interesting. There is a proposal here to give the students the choice to either handwrite or word process their exams, which seems to me to be a sensible and much needed development, (I wouldn't fancy writing by hand for three hours as I haven't had to do so since my final exams at University in 1994).
Is that what you meant, John?
Claire Wickham wrote:
Highly inclusive John. How long before we require students to use a keyboard for exams?
ATB
Claire
From: Discussion list for disabled students and their support staff. [mailto:[log in to unmask]] On Behalf Of John Conway
Sent: 24 March 2011 13:33
To: [log in to unmask]
Subject: Re: Reasonable?
We do this for students with unreadable writing irrespective of a “disability”
Dr John Conway
Principal Lecturer / Chair Research
Director, MSc International Rural Development
Disability Officer
Royal Agricultural College
Cirencester, Glos. GL7 6JS
From: Discussion list for disabled students and their support staff. [mailto:[log in to unmask]] On Behalf Of Turner, Paddy
Sent: 24 March 2011 12:06 PM
To: [log in to unmask]
Subject: Re: Reasonable?
Hi both,
My response would be to invert the question – what is UNreasonable about it?
The aim of the assessment is not to test the students ability to write – if it were, then alternatives would be lowering academic standards and, given that all the other students have to write, it is certainly not about testing his ability to type. The question of developing skills for the future is irrelevant to this particular context, although perhaps desirable in the longer term.
So, provided the student is prevented from amending his text during the course of dictation – which could be avoided by having the typist copying and asking the student where it is unclear – I see this as being an excellent solution in the short term. The other alternatives he is refusing are – on the face of it – adjustments that we prefer, but not necessarily ones that are effective in removing the barriers for the student.
Longer term training in the use of Dragon and strategies for using it appropriately in exam situations might be something the student could be encouraged to do – but is it part of the course or is it simply something additional we are putting the student through because we feel it is beneficial for him? I don’t know the answer to that one because I don’t have enough detail of the course requirements and wider context.
Best wishes
Paddy
From: Discussion list for disabled students and their support staff. [mailto:[log in to unmask]] On Behalf Of Penny Georgiou
Sent: 24 March 2011 10:32
To: [log in to unmask]
Subject: Re: Reasonable?
Hello Simon,
As you say, Simon, the important thing is for him to work towards developing skills for the future.
If he is attending specialist learning support tutorials, if he has good quality training in the use of Dragon...these elements can transform student perspectives of what they can work with.
Kind regards
Penny
On 24 March 2011 10:14, Simon Jarvis <[log in to unmask]> wrote:
Morning all.
I'd appreciate people's thoughts on one of our student's request for special exam arrangements.
He is dyspraxic, with a particular problem with illegible handwriting - last year no-one could read his exam scripts (which meant he failed his initial raft of exams), but the student (or rather his mother) managed to persuade the academic department to suspend their regulations and allow him to read aloud what he had written in the exams to someone who transcribed the content onto the computer.
Essentially, he wants the same arrangement this year - 25% additional time to write his exams, followed by a spell reading aloud what he has written to someone who can type his responses.
His EP report and needs assessor both recommended he use a computer to type his exams, but the student does not want to do that. We have also offered him the use of a scribe and a computer with Dragon, but he doesn't want those arrangements either.
I'm not particularly happy with his request, but unfortunately a precedent was set last year, although not by our department. I also think he needs to learn to type for his own future employability.
Any thoughts?
Simon
--
Simon Jarvis
Head of Disability & Dyslexia Service
Queen Mary University of London
Student and Campus Services
Room FB 2.30, Francis Bancroft
Mile End Road, London E1 4NS
Tel: 020 7882 2765
Fax: 020 7882 5223
www.scs.qmul.ac.uk
--
Penny Georgiou
Access 1st
Needs Assessment, Advice and Support Services
For Disabled Students in Higher Education
Direct: 07708 791 880
Tel: 020 7222 4877 Fax: 020 7152 4001
5th Floor, 50, Broadway, St James's Park, London, SW1H 0GR
Registered Office: 9 Dartmouth Street, London, SW1H 9BL
--
Simon Jarvis
Head of Disability & Dyslexia Service
Queen Mary University of London