Assessment Guidance when marking work of work of students identified as dyslexic and/or dyspraxic[1].
Dyslexia:
Can affect ability to plan and organise work, structuring difficulties
Word recognition, spelling accuracy and fluency
Numeracy
Short term memory
Dyspraxia:
Similar to dyslexia - causes difficulties in terms of spatial recognition
Can affect ability to follow instructions
Ability to plan and organise work, sequencing, structuring difficulties
Word recognition, spelling accuracy and fluency
Numeracy
Short term memory
General Advice:
Markers might find it easier to skim the assignment quickly first before a closer reading. This may allow the ideas the student is presenting to come through.
Mark for ideas and knowledge, rather than presentation. As far as possible, discount errors in spelling, grammar and punctuation and instead mark for content and ideas and critical acumen. Allowances should also be made for unorthodox narratives and for problems with structure / organisation but only where these do not hinder understanding of the content. You are not expected to give marks for what is not there or what is so unclear that no sense can be made of it.
Some dyslexic / dyspraxic students’ difficulties with written expression can mean that understanding the work is extremely difficult. In such cases, lecturers should give some detailed feedback and guidance.
It may be helpful to both marker and student to use two pens when marking assessments (with this form attached). Use one colour to comment on the content/material and the use of ideas and the other for comments on use of Standard English.
Note: • Marking for content over form may require re-reading the assessment. • Marking the work of a dyslexic student is likely to take longer than marking the work of other students.
Feedback to student:
Comments will be most effective if they are clear explanations of what is wrong and what could be done to rectify error. Dyslexic/Dyspraxic students appreciate explicit guidance on what is good in the essay as well as what is wrong. Such students are unlikely to find general statements such as ‘a point needs developing’ as helpful (due to their disability).
Academic Standards:
It is recognised that accurate spelling, grammar, punctuation and structure (i.e. Standard English) may form explicit parts of the assessment. It is likely that most programmes will require students to demonstrate the use of Standard English as implicit ‘programme’ learning outcome. This should, however, be stated explicitly in programme specifications. If you are unsure whether the use of ‘standard English’ is a requirement in the assessment you are marking, you should seek advice from your department.
Whilst departments may utilise explicit marking criteria for the use of ‘Standard English’ for coursework, it may not be a requirement for take home papers, exams etc).
If the use of ‘standard English’ has not been cited within the marking criteria for the assessment you are marking you should follow the guidance above.
Mechanical Reproducibility as Merit an Defect of nowadays
Since the born of human species the word “Reproducibility” had been important,without it we would not be as much as we are,it sustained our way to communicate (the first books were reproduced by monks in the cloisters.By the way,in the last century,there have been many technological innovation which have changed the effect of the reproducibility on the society.The consequence of this changes are visible among our every day life that is,for instance,continuously characterized by the use of image and so by the deriving Visual Culture.Indeed the main topic of the essay is to analyze and understand the effects that certain technological development had on society.In a sense Benjamin saw in the photography a sort of democratizing force that could give the possibility to the socialism to be more fluid and
