Dysorthography and marking

Marking is a major issue for a pupil with dysorthography. With conventional marking, their spelling mistakes cost them marks everywhere, and their grades reflect neither their knowledge nor their progress. There are nonetheless ways of marking that are fairer, without giving up on high standards. Here are the main ones. Fair marking is a powerful driver of progress.

The problem with conventional marking

With conventional marking, every mistake costs marks. For a pupil with dysorthography, who makes many mistakes because of their disorder, grades are often very low, even zero in dictation. These grades are discouraging.

These grades do not reflect their efforts or their progress. A pupil who goes from thirty mistakes to twenty is genuinely improving, yet still gets zero. Their progress is invisible.

This system can deeply discourage the pupil, who ends up thinking their efforts are pointless. This discouragement can be avoided. See dysorthography and motivation.

Counting successes

A first alternative is to count successes rather than mistakes. In dictation, for example, you count the words written correctly, or the agreements achieved. This positive approach changes everything.

This change of perspective is very motivating for the pupil: they see what they can do, and their progress becomes visible. At last they see what they are capable of.

This method can be applied to gap-fill dictation as well as full dictation. It adapts to every format. See gap-fill dictation.

Marking what has been worked on

Another approach is to mark only the points covered in class. If the lesson focused on noun plurals, you assess plurals, and not the other errors. It is fairer.

This targeted marking is fairer, because it measures what the pupil has learnt. It also encourages them to concentrate on the objectives. The pupil knows where to focus their attention.

It can be announced in advance, so that the pupil knows what to focus on. Transparency helps.

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Separating content and form

In written composition, separate marking makes it possible to distinguish content (ideas, structure, vocabulary) from form (spelling, grammar, punctuation). Their ideas are valued.

The pupil with dysorthography can thus earn a good mark for content, recognising the quality of their work, even if their form mark remains low. They are finally recognised.

This separation also shows their progress in each area. Each area progresses at its own pace. See dysorthography and written composition.

Not penalising outside French

In subjects where spelling is not the object of assessment, such as history or science, mistakes should not lower the mark. Their knowledge matters above all.

This is the most common adjustment in the PAP, and one of the most important for the pupil’s motivation. It is a key adjustment.

See not counting spelling mistakes. Motivation is felt in the results.

Formalising it in the PAP

So that these ways of marking are applied by all teachers, they can be written into the PAP. In secondary school, with many teachers, this is essential. Consistency between teachers is key.

The PAP can specify which adjustments apply in which subjects, and how. The PAP makes everything clear.

See PAP and dysorthography. Everyone knows what to do.

Fair marking, not lax marking

Adapting marking does not mean lowering expectations. The aim is to assess fairly what the pupil knows and can do, without their disorder distorting the result. High expectations remain.

The pupil continues to work on their spelling, with the speech and language therapist and in class. Their errors are still pointed out, even when they do not count towards the mark. Errors remain flagged.

Fair marking is a powerful lever for motivation. Fairness motivates. See common misconceptions.

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Questions that keep coming up

How to mark a dictation for a pupil with dysorthography ?

By counting the correct words, by marking only the points covered, or by using gap-fill dictation. The aim is to measure real progress. Progress becomes visible.

Is separate marking possible? ?

Yes, in written composition, one mark for content and one for form make it possible to recognise the quality of the work. Their strengths are acknowledged.

Adapting marking: does it lower the standard? ?

No. It means assessing knowledge fairly, without the disorder distorting the result. The pupil continues to work on their spelling. High expectations remain intact.