Accessibility in the Psychology Undergraduate Curriculum
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- 6.1. Coursework
- 6.2. Research project
- 6.3. Examinations
- 6.4. Extenuating circumstances
6. Assessment and feedbackAssessment ordinarily takes the form of either written coursework or written examinations. See the Teaching, Learning and Assessment Policy for a description and rationale of assessment in the various years of the degree programme. The School’s assessment policy on written expression is: Students are expected to achieve learning outcomes related to accuracy and correctness of written language independent of the content of written work. However, it is not essential that they demonstrate skills relating to accuracy and correctness of written language under examination conditions. 6.1. CourseworkCoursework primarily takes the form of written essays, practical reports, and (in Final Year) a project report. In Years 1 and 2, essays and practical reports provide an opportunity for students to put their knowledge to practice and to receive feedback. These contribute only a modest percentage to module marks. There are also critical reviews, computing assignments and statistics assignments. The final year research project is considered separately below. All students are expected to produce coursework to a high standard of written language (English or Welsh), with appropriate support as necessary for disabled students. This policy helps students develop effective strategies for producing written language to a high standard regardless of any disability they might have, and also allows our students to tell potential employers that their university marks reflect what they can actually do with appropriate support, since the marks are not inflated by markers making allowances. If students have concerns about the level of support they receive, or if they feel they are nevertheless at a disadvantage, they are advised to consult the School’s Disability Contact or the Disability and Dyslexia Service for further advice. Flexibility. Students who have trouble using ordinary computers can often complete their written coursework on their own laptops, equipped with special software and/or hardware. Other students may require the aid of a typist. Adjustments of this sort are typically arranged through the Disability and Dyslexia Service. There are also a number of specially accessible computers in the library equipped with special hardware and/or software to accommodate various disabilities that ordinarily make it difficult to use a computer. Alternative coursework formats can be arranged where justified. Deadlines for coursework can be extended where this is a reasonable adjustment, though moving one deadline usually impacts on the time available for the next piece of coursework. Requests for extensions should be made to the nominated officer of the School’s Examining Board. For coursework, the School has an optional cover sheet that deaf or dyslexic students may choose to attach to their assignments (after their need is established via the Disability and Dyslexia Service). The cover sheet calls the marker’s attention to the fact that the piece of coursework comes from a student with a disability that affects the ability to produce written language, so that the marker is better able to give appropriate feedback. However, the same standards are expected for all students, and clarity of written expression is a learning outcome that all students are expected to achieve. Students have numerous opportunities to practice these skills, and markers provide feedback on the form (organisation, style, grammar, spelling, etc.) as well as the content of students’ coursework. The presence of the cover sheet has no effect on the mark assigned to the work – its purpose is solely to inform feedback. 6.2. Research projectFinal year students design and conduct a research project, resulting in a written report in the style of a journal article. Issues of reading speed may be relevant, and possibly writing and/or typing speed. Flexibility. Much flexibility is already built into the research project, since the project topic is negotiated between the student and the supervisor. Additional flexibility can be offered by providing assistance with accessing readings, in taking notes, or typing up the report, etc., as necessary. Also, the deadline can be altered in cases where it is appropriate to allow additional time to complete the project. We do not anticipate any circumstances under which an alternative to a written report would be appropriate. 6.3. ExaminationsA large proportion of the assessment is carried out via unseen written examination, including various combinations of multiple choice questions, short answer questions, and essay questions. The emphasis on written exams is documented in the Teaching, Learning and Assessment Policy which is included in Student Handbooks. Accuracy and correctness of written expression is not assessed via examination. Assessment criteria for examinations refer to knowledge, understanding, evidence of reading and study, and so forth. Minor errors of spelling and grammar are discounted (though errors that render the content ambiguous or incorrect are not). Flexibility. There is flexibility in terms of location, timing and format of exams. For example, students with particular needs often take exams in an alternative venue; some students require rest breaks during an exam, or extra time to complete an exam; exams can be postponed from one exam period to a later one; an exam could be divided into smaller units to be taken at different times; a reader/scribe can be provided to read out questions and write down answers; and so on. A needs assessment may recommend flagging a particular student’s work for markers to identify the work as being from a student with a disability that affects the production of written language (e.g. dyslexia or deafness). Exam scripts are flagged where appropriate by by the student, using a sticker provided by Registry, before the scripts are passed to the School for marking (subject to the wishes of the student, and without disclosing the student’s identity to markers). Instructions circulated with the scripts remind markers to discount minor errors of spelling and grammar on flagged scripts (though errors that render the content ambiguous or incorrect are not to be ignored). Markers should be discounting minor errors of spelling and grammar on all scripts anyway, since accuracy and correctness of written expression is not intended to be assessed by exams, but flagging may serve as a useful reminder to markers and ensure that those students are not disadvantaged. Limits of flexibility. In general, alternative methods of assessment must have the same levels of validity and reliability as the standard forms of assessment, and must assess the same learning outcomes. The School believes that oral examinations do not generally meet these criteria, and are therefore not appropriate substitutes for written examinations. The School will not substitute coursework for examinations because there is no way to verify that work done outside is that of the student submitting it. 6.4. Extenuating circumstancesInevitably students sometimes experience personal circumstances that impact on their studies. Such extenuating circumstances should be reported as soon as possible and before the deadline published by the School. Forms for reporting extenuating circumstances can be found on Learning Central. General information about extenuating circumstances can be found at: http://www.cardiff.ac.uk/regis/sfs/studentcases/extenuatingcircumstances.html 21/10/15 Download 160.33 Kb. Share with your friends:
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