Guidelines for Marking the work of Students who - University of ...

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7. Students with dyslexia may digress from the assignment topic by eitherincluding information that is irrelevant or expanding unnecessarily onpoints of minor importance. Sometimes unusual links between topics aremade that reflect a student’s lateral and creative thinking skills but do notmeet the learning outcomes. Even though it will not be possible to awardmarks for such digressions, it can be supportive to acknowledge thestudent’s research attempts when providing written feedback.8. Written work can lack structure at the level of both sentences andparagraphs leading to a repetition of information in different parts of thework and a failure to develop a sustained and detailed discussion.9. A student with dyslexia may find it difficult to express his/her ideas in aconventional academic written format and may find it difficult to attain therecommended word limit.10. Students with dyslexia often spend considerably more time on assignmentproduction than their non-dyslexic peers, but this effort is not alwaysreflected in their written work. Sometimes there may be a markeddifference between the student’s abilities as demonstrated in oraldiscussions and that indicated by written expression.11. Students with dyslexia can have speech and language difficulties thataffect the pronunciation of words. Some experience a stammer whenunder pressure and this can cause high levels anxiety in formal speakingsituations, such as oral presentations.10. Extensions for the submission of coursework1. It is recommended that wherever possible lecturers give consideration torequests for extensions for the submission of coursework from studentswith dyslexia.2. The length of the extension is at the lecturer’s discretion and should takeaccount of the student’s individual circumstances although, as a guideline,an extension ranging from 7 – 14 days could be considered reasonable.3. When a student with dyslexia requests an extension on a submissiondeadline, it is recommended that lecturers consider granting the extensionwhere the student has made reasonable efforts to meet the deadline andwhere there appears a genuine reason for non-submission. The generalPage 10 of 13
difficulties with time management and study skills that are characteristic ofdyslexia may be considered a sufficient reason to grant an extension, ifthe student has demonstrated that he or she has made reasonable effortstowards completing the assignment. Any supporting evidence from otherindividuals such as the student’s dyslexia study skills tutor (if s/he hasone) or the special needs tutor can be taken into account. However, alecturer can refuse to grant an extension if there does not appear to be areasonable excuse for missing the deadline.4. A student with dyslexia should apply for an extension by completing thestandard form and may choose to attach a sticker to verify s/he hasdyslexia. Wherever possible, however, the lecturer should inform thestudent that this is the correct procedure.11. The right of students with dyslexia to appeal inaccordance with these marking guidelines1. If a student who has dyslexia believes his/her work has not been markedin accordance with the guidelines outlined in this document, s/he canfollow the normal procedures for requesting second-marking by a differentmember of academic staff.2. A dyslexic student will not have the right to appeal against penalisation forfailing to meet core requirements that have been established as markingcriteria and of which the student has been informed within the writtenfeedback for the assessment.3. These assessment guidelines only apply from the date on which theybecame formally introduced. Students with dyslexia do not have the rightto request re-marking or re-grading of work marked prior to theintroduction of these guidelines.4. Students who are identified as having dyslexia through formal assessmentwhilst studying at the university are not entitled to have coursework remarkedthat they submitted before their dyslexia was identified. However,if such a student submits a claim for extenuating circumstances, it isappropriate to take into account that s/he has been studying withunidentified dyslexia and has therefore not received relevant support.Page 11 of 13
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