DEMOS Project - Dyslexic students FAQ

What adjustments should I make when assessing a dyslexic student's work?

Deciding what adjustments are made when assessing dyslexic students is best addressed within individual departments. It is very difficult for support staff to give subject specific guidance on these matters. It is likely that if a piece of work is full of mistakes (spelling, grammar, organisation) which are persistent then the student may be dyslexic. It is not usually the case that mistakes in the work of a dyslexic person are the result of carelessness. They may not be able to spot spelling errors which the spell checker has not picked up.

It may be that some adjustments will need to be made when the assessment is being designed. General guidance from a number of institutions suggests the following:

agree with the student at the outset if any adjustments need to be made and then agree a contract for drafting and submitting the work;
mark for content and ideas;
ignore spelling, punctuation and grammar so long as meaning is not totally obscured. Students should be made aware that this will happen;
always inform students beforehand if spelling, punctuation and grammar are to be taken into account;
allow some extra time for proof-reading; a draft can be handed in by the deadline date;
if possible, allow the student an opportunity to explain any lack of clarity in the writing.

However, for a student to make any improvement specific feedback should be given. It is best if this is positive with plenty of practical examples.

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