Dyslexia and tests

Tests are often a source of stress for a pupil with dysorthographia. They know their lesson, but lose marks because of their spelling errors, their slowness or a misread instruction. Simple adjustments make it possible to assess their real knowledge. Here are the main ones, and how to help them prepare. Simple adjustments for a fair assessment.

Why tests are a problem

During a test, the pupil must read the instructions, think, and write their answers within a set time. For a pupil with dysorthographia, writing takes more time and energy than for others. Limited time makes everything harder.

They may not finish, make many errors, or write answers that are shorter than what they actually know. Their marks then do not reflect their knowledge. Their knowledge is hidden.

Stress makes the difficulties worse still. Stress does not help. See dysorthographia and anxiety.

Extra time

The most common adjustment is extra time. It allows the pupil to read the instructions calmly, write without rushing and check their work. They can thus proofread.

When it is not possible to grant more time, the number of questions can be reduced, keeping the most important ones. The pupil is assessed on the essentials. The essentials are assessed.

These adjustments can be set out in the PAP. Speak to the team. See extra time (tiers temps).

Adapted papers

A well-spaced paper, with a readable font and clearly separated instructions, is easier to read. Reading the instructions aloud also helps a great deal. Presentation matters a lot.

Questions can be adapted to reduce the amount of writing: multiple-choice questions, gap-fill texts, diagrams to complete, short answers. These formats are very effective.

These formats make it possible to assess knowledge without writing getting in the way. Their knowledge finally shows. See reading the instructions.

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Fair marking

In subjects where spelling is not assessed, spelling errors should not lower the mark. This is a common adjustment in the PAP. It is a matter of fairness.

In French, marking content and form separately makes it possible to recognise the quality of the work, even with errors. Their ideas are acknowledged.

See dysorthographia and marking. The mark regains its meaning.

Permitted tools

Certain tools may be allowed during tests, if they are provided for in the PAP: memory sheets, conjugation tables, a computer with or without a spell-checker depending on the assessment. These tools must be provided for.

These tools must be consistent with the aim of the test: a conjugation table will not be allowed in a conjugation test. Consistency is important.

See what to put in place in class. They greatly relieve the pupil.

Preparing for tests

To prepare well, the pupil should revise regularly, not just the night before. Visual aids, mind maps and reciting aloud help to memorise without writing everything out. Regularity pays off.

Practising answering typical questions, within a set time, helps them manage their time on the day of the test. Practice is reassuring.

See organising homework. Good organisation helps.

The day of the test

Encourage your child to read all the instructions before starting, to begin with what they know best, and to keep time to check their work. These habits are learned.

A targeted proofread, focusing on agreements and difficult words, helps them correct their most frequent errors. Proofreading makes the difference.

Remind them that their knowledge matters above all. They know more than they think. See my child forgets agreements.

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Questions that keep coming up

Which adjustments for tests ?

Extra time or fewer questions, well-spaced papers, instructions read aloud, multiple-choice or gap-fill questions, adapted marking. These adjustments make the assessment fair.