Examination Guidelines
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When examining the topic of assessing dyslexic learners the following questions need to be considered. Do traditional assessment strategies and examinations put dyslexic students at a disadvantage? How do the structure of an exams reflect the idea of providing all students with a fair opportunity to express their knowledge? The focus must remain on removing barriers for students without compromising standards.
Exams can be designed in such a way that actually remove some of the barriers that dyslexic learners encounter. In their article that explores the features of exams, Crisp, Johnson and Novakovic (2012) outline simple strategies that may provide a more equal opportunity for dyslexic learners to succeed. These include:
- avoiding the use of serif fonts which may be more difficult to read (Arial has been identified as an effective font for dyslexic students)
- use short sentences and bullet points to break up blocks of text when providing information on the test
- reducing the width of columns
- use sufficient empty space on the page to avoid distraction from the important text
- clearly outline which information is associated with which questions
- have tests printed on coloured papers (cream-coloured and green have been thought to aid reading ability in dyslexia) and make effective use of color through both text and image
One of the biggest alternatives a teacher can provide for a student with dyslexia is to remove the need to provide a written response. Instead of having students record an answer, have them check off the correct answer.
All of these suggestions do not change what material is being questioned, rather how the question is being presented to the student.
Exams can be designed in such a way that actually remove some of the barriers that dyslexic learners encounter. In their article that explores the features of exams, Crisp, Johnson and Novakovic (2012) outline simple strategies that may provide a more equal opportunity for dyslexic learners to succeed. These include:
- avoiding the use of serif fonts which may be more difficult to read (Arial has been identified as an effective font for dyslexic students)
- use short sentences and bullet points to break up blocks of text when providing information on the test
- reducing the width of columns
- use sufficient empty space on the page to avoid distraction from the important text
- clearly outline which information is associated with which questions
- have tests printed on coloured papers (cream-coloured and green have been thought to aid reading ability in dyslexia) and make effective use of color through both text and image
One of the biggest alternatives a teacher can provide for a student with dyslexia is to remove the need to provide a written response. Instead of having students record an answer, have them check off the correct answer.
All of these suggestions do not change what material is being questioned, rather how the question is being presented to the student.