Home Forums Use of a scribe and marking Reply To: Use of a scribe and marking

#17182
AnxiousAnxious
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Yes – a pupil using a scribe as a temporary expedient (say for a broken wrist) might be keen to get as many SPAG marks as possible if they are aiming for the highest grades, so could potentially spell every word (arguably, and I have used this, this should only be necessary the first time a word is used in a particular answer. ) . However this needs to be balanced against the length of time it takes which, when pupils have a lot to say, could exceed even the extra time allowance. Not every question is eligible for those SPAG marks of course so pupil and scribe need to be aware in order to manage the process efficiently. Conversation best had pre-exam – there is (or used to be) a standard set of words to be used by scribes/ readers etc before each paper

However there are some SEN pupils using a scribe whose chances of gaining any SPAG marks would have been minimal, and rely on the scribe making their thoughts legible to have any chance of any content marks, so there is no point giving the pupil the additional stress of trying to spell – they should of course be asked by the scribe if they want to do that, and if necessary they could spell out technical terms which the scribe could underline or otherwise note to show the pupil’s ability

Scribing is an underrated task – you need to be sensitive to the needs of a particular child and enable them to express their ideas under pressure while resisting the often strong temptation to indicate subtly that their answers are completely wrong! It’s particularly hard when it’s a child you’ve previously worked with 1-1 (and have been used to encouraging them to improve classroom work) to switch into “reassuring but dispassionate” mode.

It can also be very exhausting writing solidly for the length of a GCSE paper plus extra time – as an adult I do very little handwritten text nowadays which is longer than a shopping list!