Pilot study to investigate the performance of dyslexic students in writtenassessments

Dyslexia is a language-based disorder which is recognized as a learning dis ability. But in higher education, assessment is largely in written form wit h time-constrained examinations frequently an essential element. This sugge sts that dyslexic students are disadvantaged, especially in examinations wh en the constraints intensify the candidates' difficulties with written lang uage. In recognition of their disabilities, and the requirement to offer eq ual 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 s tudents in two modes of written assessment: coursework and examinations. Th e students known to be dyslexic had special provision in the examinations: they were allowed additional time and they had been offered the option of u sing a word processor instead of handwriting. Analysis of assessment marks showed that the dyslexic students obtained low er scores than the control group in both coursework and examinations, but t hey scored significantly less in examinations. This finding would suggest t hat the dyslexic students were still disadvantaged in examinations despite the special provision available to them, an implication that should cause c oncern at a time when efforts are being made to broaden access to higher ed ucation.