Assessment practices in English higher education providers: Spelling, punctuation and grammar

This review examines the policies on spelling, punctuation and grammar in written assessment at a small number of higher education providers. It features anonymised examples of approaches that maintain rigour in student assessment, and examples of approaches that do not.

The purpose of the review is to highlight to higher education providers which assessment policies are likely to be a cause for regulatory concern, and encourages providers to adjust their policies accordingly.