J.C Project work

bulkhead

Many teachers routinely write too many detailed prompts on the board (which amounts to inappropriate assistance) to speed up the writing of the project because many pupils are either too weak or could not be bothered to do the work themselves. Many pupils achieve marks much higher than their ability as a result but this makes the results bogus.
In science for example many teachers design the experiment because most pupils are either incapable or would take too long. What do you think about this?

spurious

bulkhead wrote: »

Teachers routinely write prompts on the board to speed up the writing of the project because many pupils could not be bothered to do the work themselves. Most pupils do well in the project as a result but this makes the results bogus. What do you think about this?

Prompts I don't have a problem with, but where I think there is a problem is where a minority of teachers give a lot more than prompts (more often with very weak children than those who are not bothered), but to say students 'do well in the project as a result' is not true.

I correct project work and where I get projects exactly the same I dock them all marks and report them to my supervising examiner. It annoys me a lot, especially where I can see the candidates are weak, as it is entirely the fault of the teacher.

I teach weak children myself and there are a number of ways to ensure project work is all their own.

Chuchoter

They do this because any attempt at original thought in the JC will lose you marks. For example, in Science, we were told you have to make your projects (experiments) different or the examiner won't think they're interesting. So I did do something new and interesting (calcium stops iron from rusting, so I put the nail in milk) and I only got a B.

A lot of students just copy off eachother to get the marks