| dc.description.abstract | This Bachelor thesis provides an insight into the challenges that a teacher meets
when teaching dyslexic school students. The emphasis will be on assessment of tasks and
assignments completed by students who have been diagnosed with dyslexia. This means
that this thesis consists of a section covering theory relating to dyslexia and assessment, as
well as an empirical section, in which the findings of my research are discussed.
In this thesis I present the results of my research, investigating whether or not the
traditional assessment of students’ tasks and papers are equitable, due to the linguistic
challenges faced by a dyslexic student.
During my research I have had the cooperation of two dyslexic students from my
school, which is a vocational upper secondary school. These students were necessary for
my research, in trying to find an alternative method of assessment of dyslexic students. I
have tried to assess their tasks and assignments in the subject “Norwegian” in a more
equitable way, by using both the traditional method of reading the students’ assignments,
as well as assessment of oral presentations by the students. I have chosen oral assessment
as the alternative assessment due to the fact that people that have dyslexia often have good
oral skills. In addition, I have also undertaken some research into the challenges faced by
the teacher while teaching and grading dyslexic students. | no_NO |
