Pilot Study to Investigate the Performance of Dyslexic Students in Written Assessments

Abstract

SUMMARY Dyslexia is a language‐based disorder which is recognized as a learning disability. But in higher education, assessment is largely in written form with time‐constrained examinations frequently an essential element. This suggests that dyslexic students are disadvantaged, especially in examinationswhen the constraints intensify the candidates’ difficulties with written language. In recognition of their disabilities, and the requirement to offer equal opportunities, the examining boards in many institutions allow special arrangements for dyslexic candidates. The author carried out a study to investigate the performance of dyslexic students in two modes of written assessment: coursework and examinations. The students known to be dyslexic had special provision in the examinations: they were allowed additional time and they had been offered the option of using a word processor instead of handwriting. Analysis of assessment marks showed that the dyslexic students obtained lower scores than the control group in both coursework and examinations, but they scored significantly less in examinations. This finding would suggest that the dyslexic students were still disadvantaged in examinations despite the special provision available to them, an implication that should cause concern at a time when efforts are being made to broaden access to higher education.