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A pupil with ADHD may receive marks that do not reflect what they know. Presentation, forgotten items, careless errors, unfinished work: many points are lost for reasons linked to the disorder. Here is how to adapt assessment. Adapting marking helps the pupil keep their confidence and motivation.
The marks of a pupil with ADHD are often irregular and below their abilities. They sometimes measure their attention more than their knowledge. This irregularity can discourage the pupil.
You will find more details in the article ADHD and intelligence.
Points lost for presentation, for a forgotten assignment, for a skipped question, for lateness: these penalties add up. These lost points say nothing about their knowledge.
Our article ADHD and forgotten homework complements this advice.
Focusing assessment on knowledge and skills, rather than form, makes it possible to value what the pupil truly knows. This approach is fairer to the pupil.
To go further, see ADHD: what to put in place in the classroom.
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Oral assessments, multiple-choice questionnaires, and short, frequent assessments can better reflect their skills. These formats limit careless errors.
The article ADHD and tests looks at this question in detail.
Highlighting progress, even small progress, motivates the pupil and protects their confidence. An encouraged pupil stays motivated.
This point is explained step by step in ADHD and motivation.
These adjustments can be written into the PAP, so that all teachers apply them. The PAP serves as a reference for the whole team.
To go further, read our article PAP and ADHD.
Repeated low marks can lead the pupil to believe they are poor. Explain to them that their marks do not tell the whole story about their abilities. This explanation protects their self-esteem.
We detail this point in ADHD and self-esteem.
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Not always, they sometimes measure their attention more. Marks are often irregular.
By assessing the substance, varying formats and recognising progress. Assess the substance.
Yes, in the PAP. Recognise progress.
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