"In written answers, dyslexic students are more likely to be anxious about and take more time over reading, spelling and written composition. In multiple choice it may be the requirement for rapid reading and recall that presents problems. Extra time helps: students say it reduces pressure but it does not compensate entirely as students may not have been able to reflect all of what they know."

Source: Academic Support tutor, July 2007.

	Dyslexic students: approaching exams and using extra time. "…it helps a lot and lets me check off the questions…because sometimes there's just that one line in there that I've missed…" (1 min 49s video by Joe Cornfield et al.)

	Dyslexic students and exams: giving effective feedback on performance. "…but she hadn't realised that it was the level of detail that was really required…" (4 min 13s video by Barbara Taylor et al.)

Inclusive teaching:

• Ensure that marking criteria are explicit about whether errors in spelling and written expression are penalised and that students are informed.
• Where spelling and grammar are part of assessment (e.g. in Languages), be clear about the rationale for this and the percentage of marks attached to them.
• Consider the extent to which exam success relies on speed and memory and whether these are what is being assessed.

	Feedback on exams: written sheets in History. "…students who've got very particular learning strategies can get feedback on how those strategies are actually working…" (2 min 28s video by Nick Thomas)

	Feedback on exams: 1 to 1 tutorials in Geography. "…we give them their numeric marks…and then back that up…by giving them much more intensive feedback in a PARS tutorial…" (1 min 26s video by Robert Dugdale)

Reasonable adjustments:

• Follow recommendations for exam arrangements.
• Be aware that extra time does not allow the effects of dyslexia to be eliminated.
• Be clear about the recommendations implied by the presence of a dyslexia sticker.
• Consider the small number of situations where an alternative form of assessment is appropriate.

	Making individual adjustments for online exams. "…We can send exam papers in both colours to both these students simultaneously just by pressing a few buttons…" (2 min 56s video by Simon Wilkinson et al.)

• Advice on making reasonable adjustments from the University's Academic Support.
• Marking guidelines for dyslexic students in examinations (pdf) from the University's Academic Support.
• "Guidance for Good Practice: Institutional Marking Practices for Dyslexic Students" from ADSHE (Association of Dyslexia Specialists in Higher Education).

	Negotiating reasonable adjustments for online exams. "…I think the first thing is we would try and liaise with the student to find out why they felt they would be disadvantaged by taking the exam online…" (3 min 4s video by Simon Wilkinson)