Not marking spelling mistakes: is it possible?

Is your child losing marks in every subject because of their spelling mistakes, even in history or science? For a pupil with dysorthographia, it is a double penalty. It is possible to request that spelling not be penalised in certain situations. Here is what is possible, how to ask for it, and what happens in exams. A fair and often overlooked adjustment.

A double penalty

A pupil with dysorthographia makes many spelling mistakes because of their condition. When these mistakes are penalised in every subject, their marks no longer reflect their knowledge, but their condition. This situation is unfair.

A pupil who has perfectly mastered their history lesson may thus get a poor mark because of their spelling. This is unfair, and very discouraging. They are then being assessed on their condition.

Not penalising spelling in these situations simply means assessing what we really set out to assess. It is a matter of consistency. See common misconceptions.

In which subjects

The principle is simple: spelling should not be penalised when it is not the object of the assessment. In history-geography, science and mathematics, it is understanding and knowledge that are assessed. Their knowledge should take precedence.

In French, the situation is different, since spelling is one of the skills being assessed. However, adjustments remain possible, such as marking content and form separately. Adjustments remain possible.

In foreign languages, spelling can also be eased depending on the case. Each subject has its own rules. See dysorthographia and foreign languages.

How to ask for it

Not penalising spelling is one of the most common adjustments in the PAP. To obtain it, the condition must be diagnosed, generally through the speech and language therapy assessment and the opinion of the school doctor. The assessment is the basis of the process.

Once entered in the PAP, this adjustment must be applied by all teachers. At secondary school, make sure that every teacher is aware of it. Check that it is being applied.

Without a PAP, you can already speak to the teacher, who may decide to adapt their marking. A conversation is sometimes enough. See PAP and dysorthographia.

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Not counting does not mean ignoring

Not penalising spelling does not mean that mistakes are ignored. The teacher can continue to point them out, so that the pupil sees them and makes progress. They continue to learn.

The difference is that they do not lower the mark in subjects where they are not being assessed. The pupil receives a fair mark, and feedback on their errors. It is a fair balance.

This balance makes it possible to remain demanding while being equitable. The high standards remain.

Separate marking in French

In French, a common solution is separate marking. One mark for content, ideas and the structure of the text, and one mark for spelling and grammar. Their ideas are recognised.

This separation makes it possible to recognise the quality of the pupil’s work, even if their spelling remains fragile. It also shows their progress in each area. Their progress is visible.

Other approaches exist: counting correct words rather than mistakes, or only marking the points that have been worked on. These methods are very motivating. See dysorthographia and writing.

And in exams

In official exams such as the brevet and the bac, the rules are different. The PAP does not apply automatically: a specific request for exam adjustments must be made, within the deadlines. The PAP is not sufficient for exams.

The adjustments granted may include extra time, a computer or adaptations to certain papers. The possibilities regarding the marking of spelling depend on the papers and the regulations in force. The possibilities vary from paper to paper.

Find out at the start of the exam year from the school. Plan ahead. See dysorthographia and the brevet and dysorthographia and the bac.

Explaining to other pupils

Some classmates may find it unfair that spelling is not counted for one pupil. It helps to explain to them, in simple words, that it is a compensation and not an advantage. A simple explanation is often enough.

Just as a short-sighted pupil has the right to wear glasses, a pupil with dysorthographia has the right to be assessed on what they know, and not on their condition. This comparison speaks to everyone.

This explanation, given by the teacher, often helps to prevent hurtful remarks. The classroom atmosphere is calmer as a result. See dysorthographia and bullying at school.

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Questions that keep coming up

Can we request that spelling not be penalised ?

Yes, it is a common adjustment in the PAP. It applies in subjects where spelling is not the object of the assessment, such as history or science. It is a common adjustment.

Are mistakes then ignored ?

No. The teacher can continue to point them out so that the pupil makes progress, but they do not lower the mark in these subjects. It is a fair balance.

Does this adjustment apply to exams ?

Not automatically. A specific request for exam adjustments must be made, within the deadlines. The possibilities depend on the papers and the regulations. Find out at the start of the school year.