Marking the work of students with specific learning difficulties

Po ol e, C h r i s ti n e ( 2 0 0 7 ) M a r ki n g t h e w o r k of s t u d e n t s wi t h s p e cific l e a r n i n g diffic ul ti e s . I n: N a t io n al As s o ci a tio n of Di s a bility P r a c ti tio n e r s ( NAD P) An n u al C o nf e r e n c e 2 0 0 7 , 3-4 July 2 0 0 7 , P a r a m o u n t H o t el, D av e n t ry, UK. ( U n p u b li s h e d )

Do w n l o a d e d fr o m : h t t p ://i n si g h t . c u m b r i a . a c . u k /i d/ e p ri n t/ 1 1 0 /

U s a g e o f a n y i t e m s f r o m t h e U n i v e r s i t y o f C u m b r i a’ s i n s t i t u t i o n a l r e p o s i t o r y ‘I n s i g h t ’ m u s t c o n f o r m t o t h e f o l l o w i n g f a i r u s a g e g u i d e l i n e s .

Any it e m a n d it s a s s o ci a t e d m e t a d a t a h el d i n t h e U niv e r si ty of C u m b r i a ’s in s ti t u ti o n al r e p o si t o r y I n si g h t ( u nl e s s s t a t e d o t h e r wi s e o n t h e m e t a d a t a r e c o r d ) m a y b e c o pi e d , di s pl ay e d o r p e rf o r m e d , a n d s t o r e d i n li n e wi t h t h e JIS C f ai r d e a li n g g ui d eli n e s ( av ail a bl e

h e r e) fo r e d u c a t i o n al a n d n o t-fo r-p r ofi t a c tiviti e s

p r o v i d e d t h a t

• t h e a u t h o r s , ti tl e a n d full bi blio g r a p h i c d e t ail s of t h e it e m a r e ci t e d cl e a rly w h e n a n y p a r t

of t h e w o r k is r ef e r r e d t o v e r b a lly o r i n t h e w ri t t e n fo r m

• a h y p e rli n k/ U RL t o t h e o ri gi n al I n si g h t r e c o r d of t h a t it e m is i n cl u d e d i n a n y ci t a ti o n s of t h e w o r k

• t h e c o n t e n t is n o t c h a n g e d i n a n y w a y

• all fil e s r e q ui r e d fo r u s a g e of t h e it e m a r e k e p t t o g e t h e r wi t h t h e m a i n it e m fil e.

Yo u m a y n o t

• s ell a n y p a r t of a n it e m

• r e f e r t o a n y p a r t of a n it e m wi t h o u t ci t a ti o n

• a m e n d a n y it e m o r c o n t e x t u ali s e it i n a w a y t h a t will i m p u g n t h e c r e a t o r ’s r e p u t a t i o n

• r e m ov e o r a l t e r t h e c o py ri g h t s t a t e m e n t o n a n it e m . T h e full p oli cy c a n b e fo u n d h e r e.

Alt e r n a t iv ely c o n t a c t t h e U niv e r si t y of C u m b ri a R e p o si t o ry E di t o r b y e m a ili n g

Marking the work of students

with spld

Chris Colcomb

Learning Coordinator

Workshop Plan

• Group activity :

Group Work

Group activity:

Group 1: Institutions with separate guidelines Group 2: Institutions with an inclusive

approach

Background

• Experience of operating separate guidelines with a sticker system

Change to:

• Equal opportunity approach - not fully developed nor publicised

• Separate guidelines had been written and proposed

Working with CDLT

Centre for the Development of Learning and Teaching

• Proposed separate guidelines at Learning Teaching and Assessment Committee

An inclusive approach

Incorporating support for dyslexic students into institution-wide guidelines for good

assessment practice Cooperation between:

– Student Development & Advisory Service – Centre for the Development of Learning &

Teaching – Registry

An inclusive approach

• Good practice is good practice is good practice

• What is good for a dyslexic student is good for all students

• Recommendations like:

‘Use two pens…or opposite margins: one for comments about content…and the other for comments on spelling and grammar’

Assessment design

‘to accommodate disabled students, it means designing assessment so that disabled students have an equal

Assessment: examinations

Fair opportunities:

equal opportunity learning outcomes… and assessment criteria that reflect them.

Examinations:

more emphasis on knowledge and

Assessment: coursework

‘Accurate literacy skills may be

Academic standards

‘Offering reasonable adjustments does not mean changing or lowering

Quality Assurance

‘Marking of all assessment, including examinations, should reflect the

learning outcomes for the work and the College grade descriptors. In order to maintain academic standards, marking should not be adjusted for disabled

QAA

The QAA states: ‘Assessment &

examination policies, practices and procedures should provide disabled students with the same opportunity as their peers to demonstrate the

Professional standards

‘In the case of professional

programmes… there is an overiding

requirement that students demonstrate that they meet all the professional

TDA

Trainee entry requirements

All providers must:

R1.6 satisfy themselves that all entrants can read effectively, and are able to

TDA

QTS Standards

Those awarded qualified teacher status must …demonstrate…

S2.8 They have passed the Qualified

The NMC Nursing Midwifery Council

code of professional conduct

6.2 To practise competently, you must possess the knowledge, skills and

abilities required for lawful, safe and effective practice without direct

Professional / academic

standards

• Need for consistency

• Cannot change professional standards • Aim for same high standards

Reasonable adjustments

‘Reasonable adjustments should be made, as necessary at the stage of

Extra time

• Coursework - There will always be students who are

unable to complete assignments in time for good reason…

• There may be occasions when offering a disabled student additional time to complete an assignment is a reasonable adjustment…

Assistive technology

• Assistance with DSA

• LIS provision of hardware and software • loan equipment

• funding from faculty

Specialist tuition

• Availability of appointments

• Quality assurance

– appraisals

– monthly briefings

– termly team meetings inc INSET

– regular updates on College regulations etc – access to funding for training

Communication with Academics

-alert memos

• Sent to Heads of Faculty Administration for distribution to all tutors on student’s

programme

Communication with Academics

Article in the Link:

‘The College guidelines have been updated regarding good assessment practice for students with specific learning difficulties, including dyslexia. Chris Colcomb, Learning coordinator from SDAS and Dr Sue Bloxham have been working together on the project…

Communication with Academics :

CDLT

The Centre for the Development of Learning and Teaching

• Includes representatives from all faculties

• Organises an annual INSET programme inc. PG

Teaching Certificate HE - mandatory 3 hour workshop • Organises and delivers the annual Teaching and

Learning Fest

• Awards annual Teaching Fellowships

Communication with Academics :

INSET

• HR Staff development programme

• Faculty workshops

• Faculty awaydays

Communication with Services

• Assessment Centres

• Educational psychologists • Staff magazine – The Link • Invited to most INSET

Communication with Students

• Individual interviews – pre and post enrolment

• Email to all students with spld

Extenuating Circumstances

• Available when reasonable adjustments were not in place for assessment

• If the Ecs are approved, this can result in a reassessment as if for the first time

-with the reasonable adjustments in place