Universities will be forced to deduct marks for poor written English

Universities will be forced to deduct marks for poor written English in students’ work and will face tough sanctions if they don’t

• Universities will be required to teach students ‘relevant skills under proposals
• If ‘students not penalised for poor written English’ institutions would break rules
• It also says that universities may be in breach of their registration conditions

Universities are to be forced to to deduct marks for poor written English in students’ work – and will face tough sanctions if they fail to do so.

Under proposals by the Office for Students (OfS) regulator, universities will be required to teach students ‘relevant skills’, assess them ‘effectively’ and ensure that any qualifications they issue are ‘credible’.

The guidance states that assessments where ‘students are not penalised for poor technical proficiency in written English’ would be breaking the rules.

It also says universities may be in breach of their registration conditions if they fail to ‘penalise poor spelling, punctuation or grammar, such that students are awarded marks that do not reflect their performance’ in courses where the ‘OfS, employers and taxpayers could reasonably expect proficiency in written English’.

The move is intended to tackle poor quality courses and comes three months after The Mail on Sunday revealed the use of ‘inclusive assessment’ at some institutions under which technical ability in written English was not assessed.

At Hull University, for example, a new policy says the academic requirement for technical proficiency in written English could be seen as an ‘homogenous, North European, white, male, elite mode of expression’ and could disadvantage ethnic minorities and those from underperforming schools.

At Hull University, for example, a new policy says the academic requirement for technical proficiency in written English could be seen as an ‘homogenous, North European, white, male, elite mode of expression’ and could disadvantage ethnic minorities and those from under-performing schools

Academics at Worcester University were told meanwhile that if spelling, grammar and punctuation were not ‘central to the assessment criteria’, it was fairer to only judge students on their ideas and knowledge of the subject.

Advocates of ‘inclusive assesment’ argue that marking should take account of a variety of disadvantages facing students, but critics say it lowers standards.

‘If UK Universities are to be truly academic institutions and to retain any distinctive identity as such, then a high level of proficiency in written and spoken English is essential,’ said Professor Tommy MacKay, visiting professor at the University of Strathclyde.

The regulator’s new quality and standards proposals, which will be consulted on, seek to ensure that students paying up to £9,250-a-year in tuition receive high quality teaching on courses that challenge them, are offered the latest resources and graduate well prepared for the world of work with qualifications that are valued. The OfS can withdraw funding or even university status if an institution fails to meet the requirememts.

Lord Wharton, the chair of OfS, said: ‘Reliable and effective assessment practices are essential if degrees are to remain credible. Clearly, effective academic writing requires good spelling, punctuation and grammar from all.

Academics at Worcester University were told meanwhile that if spelling, grammar and punctuation were not ‘central to the assessment criteria’, it was fairer to only judge students on their ideas and knowledge of the subject

‘Students from all backgrounds should expect a high quality academic experience and qualifications that reflect their achievements. We have been clear that standards should not be reduced for particular groups. In fact, it is patronising to expect less from some students under the guise of supporting them.

‘We are currently consulting on rigorous new requirements designed to drive up quality. Alongside this we are specifically examining the use of ‘inclusive’ assessment practices. The OfS won’t make any excuses for vigorously regulating universities offering low quality courses that do not offer value for money for students and taxpayers.

‘Where quality is low, my message to these institutions is simple. You must improve. And if you do not, the OfS is ready to intervene.’

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