Thanks to everyone who replied to this.
Natayla, your reply is very interesting. I'd like to see that research.
I agree that as a sector there is a culture of chucking extra time at
students as if it will magically dissolve all their problems, when the
reality is very different. The trouble is, the students get fixated on
it too.
Someone else raised the issue of the student's typing speed, which
wasn't assessed in the diagnostic assessment. We could make them take a
typing speed test I suppose, but I'm not sure that would help resolve
the situation.
We have a large number of North American students who routinely expect
50% additional time and the use of a computer for their 'learning
disability' diagnoses, so this isn't something we can expect to go away.
Simon
Penny Georgiou wrote:
> This could be something that could be discussed with the student. If
> the predicament is put to the student, they may be able to suggest a
> way through that is workable for them but also satisfies the axiom of
> fairness.
>
> Kind regards,
>
> Penny Georgiou
>
>
> -----Original Message-----
> From: Natalya D <[log in to unmask]>
> To: Penny Georgiou <[log in to unmask]>
> CC: [log in to unmask]
> Sent: Thu, 28 Oct 2010 15:17
> Subject: Re: Dysgraphia
>
>
> Penny Georgiou said:
>> The anxiety is often the factor that is difficult to quantify. The
>> extra time often functions in terms of a sense of breathing space,
>
> Would 'stop the clock rest breaks' be an option if it's primarily
> "anxiety" related?
>
> Advantages of rest breaks are that the student isn't having extra writing
> time but has 'anxiety management' time.
>
> Disadvantages of rest breaks the student has to decide they're not typing
> for a period of time.
>
> Extra writing time used as rest breaks has the advantage of the student
> not having to get external/invigilator permission on a time by time basis
> or deal with not having access to the paper for that time. but yes,
> could
> be an unfair advantage. How can that be judged - who makes that
> judgement?
>
> I've recently had a student with a lower arm dexterity impairment who had
> 25% extra writing time for handwriting exams at A-level. At university
> she has a needs assessment recommending use of a PC as sustained writing
> is the main difficulty she has.
>
> When I met her, she wanted 25% extra writing time for exams as well
> "because it takes me longer to backspace a lot whereas if I write I just
> cross it out". I admit to double-taking at this a bit and did discuss
> rest breaks with this student who remained adamant she wanted extra
> writing time.
>
> Fortunately for me, it's not my decision to make. I said to the student I
> would present her case to the needs assessor as she'd presented it to me
> and see what was said. The needs assessor decided 25% extra writing time
> was reasonable so I've passed on that recommendation as needed.
>
> 'Extra time' does seem to be the most commonly thrown around exam
> accommodation. I'm fairly sure when I worked for Edexel in early 2008
> there I came across research which showed 'extra time' for students who
> didn't really need it didn't actually make that much difference to their
> grades/outcome as certainly for GCSE/A-levels papers are designed very
> very carefully to fit within the planned timeframe. I should see if I
> can
> find it.
>
> Natalya
--
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
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