English regulator launches spelling and grammar standards review

England’s higher education regulator has launched a review of “inclusive” assessment practices that allegedly disregard poor spelling and grammar, warning that it would be “patronising” to expect lower standards from students from non-traditional backgrounds.

The Office for Students took action after a report in The Mail on Sunday claimed that some institutions had told academics that insisting on good written English discriminated against ethnic minorities and those who went to “underperforming” schools.

The newspaper reported that Hull University had told markers that requiring high proficiency in written English could be seen as “homogenous, North European, white, male, and elite”. The institution said that students should be encouraged to develop a “more authentic academic voice…that celebrates, rather than obscures, their particular background or characteristics”.

The University of the Arts London reportedly issued guidelines saying that staff should “actively accept spelling, grammar or other language mistakes that do not significantly impede communication unless the brief states that formally accurate language is a requirement”. It warned academics to “avoid imposing your own idea of ‘correct English’ on student work”.

According to the newspaper, the University of Worcester told staff that if spelling and grammar were not “central to the assessment criteria”, it was fairer to judge students on their ideas and knowledge of the subject.

The OfS said that its review would identify areas of good practice as well as areas where it was “likely to have future regulatory concerns”.

“Rigorous assessment practices are essential if students’ qualifications are to stand the test of time,” said Susan Lapworth, the OfS’ director of regulation. “Students from all backgrounds should expect a high-quality academic experience and a qualification that reflects their achievements.

“We have been clear that standards should not be reduced for particular groups of students and it is patronising to expect less from some students under the guise of supporting them. Effective academic writing requires good spelling, punctuation and grammar from all.”

The OfS has said that it wants to reduce the gap between the proportion of white and ethnic minority students gaining good degrees, and to cut dropout rates among disadvantaged learners.

But Ms Lapworth said it was “a matter of strong public interest that the English higher education sector is able to demonstrate that the degrees it awards to students are a reliable indicator of academic achievement and that high standards are maintained”.

chris.havergal@timeshighereducation.com