Details of the optional Sticker Scheme Details of the optional Sticker Scheme

Students who have a Specific Learning Difficulty (SpLD) or Autism Spectrum Conditions can attach a sticker to their coursework and examination scripts to inform the marker that they have an SpLD. The use of these stickers is optional, it is for you to decide which pieces of coursework you want to attach a sticker to. The stickers are bright yellow, and the same stickers are used for both coursework and exams.

If your coursework is submitted online, you will be able to 'attach' a sticker to the online submission.


You will be eligible to use the stickers if you have provided acceptable evidence that you have one of the following SpLDs:

  • Dyslexia
  • Dyspraxia
  • Dysgraphia
  • Dyscalculia
  • Attention Deficit (Hyperactivity) Disorder
  • Autism or Asperger Syndrome

How to obtain stickers

Stickers can be obtained from the Student Support Service Reception Team, at the front desk

Using stickers on Coursework

The purpose of the sticker is to enable markers to provide appropriate feedback to students; this will help you to develop your coursework writing skills. Using a sticker on coursework will NOT affect the mark you are awarded.

If you are required to submit online, you will be asked if you wish to electronically attach a sticker during submission. You can choose yes or no, as indicated in the image below:

If your assessment is included within the Blackboard marking pilot you will be directed to the following Blackboard submission screen.

In the free text box, you need to indicate whether you would like to apply your UEA verified Yellow Sticker – you can simply type YELLOW STICKER or add more context and request specific feedback from your marker


Using stickers on an Examination Script

You do not have to have applied for individual examination arrangements to use stickers on your exam scripts.

The stickers are an additional adjustment and do not affect any individual examination arrangements which have been agreed such as extra time.

The purpose of the sticker is to enable markers to mark scripts for demonstration of knowledge, understanding and response to the questions set. The marker is asked to not penalise unduly for errors of grammar and spelling where the meaning is clear. The exception will be where correct grammar and/or spelling are a learning outcome of a module (e.g. in linguistics).

You will be responsible for remembering to take your stickers to the course tests or exams, replacements will not be available from the invigilators.

Conditions of use

The stickers are provided for the purpose of advising markers (internal and external) that the script has been produced by a student with a specific learning difficulty (SpLD) and should be marked in accordance with guidelines approved by the University.

The conditions of use to be signed by the student are as follows:

  • The use of stickers is optional, but if you choose not to attach a sticker to an exam script you cannot later use lack of the sticker in an appeal.
  • A sticker should be placed on the front of the answer book but should not cover any information printed or written on the page.
  • It is your responsibility to keep the stickers safe.  If you lose them you should report the loss immediately to the Disability Team Administrator in the Student Support Centre.
  • You must not under any circumstances allow anyone else to use your stickers.  Misuse of stickers will be dealt with under the University's Disciplinary Procedures.

If you require further clarification please contact the Disability Team on 01603 592761 or email

If you forget to attach a sticker to your work you should contact your Hub immediately to advise them of the error.

Feedback on written coursework: guidelines for staff Feedback on written coursework: guidelines for staff

Be as clear as possible in giving feedback. For example:

  • Provide clear explanations of what you regard as wrong with the work
  • Wherever possible relate comments directly to marking criteria (students can then identify where they need to improve/where they have lost marks)
  • If spelling, grammar and punctuation are included in the assessment criteria, state this, and be clear how poor spelling, grammar and/or punctuation affects the student's grade
  • Avoid multiple grammar, punctuation and spelling comments on a script
  • Avoid subtle innuendo and metaphor. Students often find it difficult to interpret what is meant and what they should do in response
  • Give praise where it is due