 |
 |
You're probably spot on there, Andy! But it is sticking plaster rather than a cure for the underlying problem and we shouldn't be soft on marking to cover up for ay institutional failing or any group could start asking for concessions. Disabled students deserve to be enabled to succeed, not patronised surely? John -----Original Message----- From: Andy Velarde [mailto:[log in to unmask]] Sent: 13 June 2011 1:22 PM To: John Conway; [log in to unmask] Subject: RE: not sympathetic marking Hi John. I guess some students may not require anything more, some others may require the actual adaptation of the curricula. The point is that for the second group of students, 'sympathetic marking' is not really support but 'support in lieu' of adequate support. I have the feeling that in truth they are asking for the adaptation of the curricula. By assuming that they want 'sympathetic marking' we may be playing down their claim. This reminds me of Prof Gibson Burrell's interesting story of him trying to present an academic paper in a different format. Pls see citation below, if you are interested. Burrell, G. (1994). Eco and the Bunnymen. In: Hassard, J. a. P., M ed. Postmodernism and Organisations. Vol. 71-82 London, Newbury Park, New Delhi: Sage. I guess the real issue here is to what extent universities can adopt flexible curricula as a support mechanism for disabled students (including dyslexic students) Best, Andy -----Original Message----- From: John Conway [mailto:[log in to unmask]] Sent: 12 June 2011 21:44 To: Andy Velarde; [log in to unmask] Subject: RE: not sympathetic marking The original question was coursework - for exams we don't penalise anyone for spelling / grammar since under the pressures of exams ...... we mark for content! John ________________________________________ From: Andy Velarde [[log in to unmask]] Sent: 12 June 2011 21:15 To: John Conway; [log in to unmask] Subject: RE: not sympathetic marking Hi John/collegues. I guess the issue here is to define 'sympathetic marking'. SENDA is clear about not lowering standards. What dyslexic people ask is to be marked fairly. And that means not to be prejudge because inconsistent spelling/grammatical structuring (inconsistent should be highlighted here).This could easily avoided if the marker ensures that student is not (over) penalised because spelling, presentation, etc. Reading the paper/exam twice should ensure that, using different coloured pens each time and concentrating on content only in one of the readings. Best, Andy -----Original Message----- From: Discussion list for disabled students and their support staff. [mailto:[log in to unmask]] On Behalf Of John Conway Sent: 10 June 2011 17:34 To: [log in to unmask] Subject: Re: not sympathetic marking Hypothetical question : " after putting in all that expensive direct support and also creating an inclusive environment, why would one need sympathetic marking? Does it not suggest double standards - would they not feel offended to be marked to a lower standard than others and forever feel second class? Are we not here to enable students to be successful in their own right?" Answer : ???? john ________________________________ From: Discussion list for disabled students and their support staff. [[log in to unmask]] on behalf of Faye Langston [[log in to unmask]] Sent: 10 June 2011 16:51 To: [log in to unmask] Subject: not sympathetic marking Hi all, Just wondering if there are still institutions like ours that do not have a system of sympathetic marking for coursework? Can you let me know if you don't? Many thanks! Faye Faye Langston Disabilities Co-ordinator Coventry University Tel: 02476 888029 E-mail: [log in to unmask] -- Scanned by iCritical.