Iscreamkone wrote: » Exam pressure is something that we should not try to eliminate. For all students, good and bad, we need to teach resilience and coping with adversity. Your solution will make them soft
Millionaire only not wrote: » There was never going to be a fair way, just can’t be done ! They gave a result if ur not happy sit the exams u weren’t happy with end off . At end of the day they were only estimates so never going to be fool prove
Iodine1 wrote: » 1. Agree, but the exam is the fairest we have, anonymous, controlled, you perform or not yourself on the day. 2. Sit the exams now would be fine IF they allowed the results to stand for college places. As it stands, they won't be considered, so how is that a fair solution? 3. They are only estimates? But your college place is depending on this "estimate"!
Iodine1 wrote: » No the exam results will NOT be accepted for college this year. That option is only available for applications for next year and that opens a whole new lot of questions.
rainbowtrout wrote: You didn't state that. If students sit the exams in November and for arguments sake get the results around Christmas they can be made an offer of a place but they will need to defer given that half the college year is over. That is common sense.
Gerry T wrote: » Places this yr would be full. They would have to apply next yr and compete with that yr's students.
MrMusician18 wrote: » I may be forgetting something, but I'm pretty sure there was a concerted campaign by parents and students to have this years exams abandoned. Weren't the students polled and the vast majority wanted them called off? I guess for some students it's a case of be careful of what you wish for. IMO the exams should've been conducted in July/August as they had originally intended to.
Treppen wrote: » Ask any teacher and they'll tell you it could have been held in August. The space was available in schools, teachers were willing to supervise. The turn around happened over a weekend after students + Media campaign bayed for a cancellation due to 'lack of certainty' and 'stressed students'. Now listen out for the narrative this week from the Department + Media Lackeys , It was all the fault of the teachers because they were 'over generous'. If you hear Brian Mooney on the Radio count how many times he mentions 'generous' teachers and the algorithms and systems the department used were as good as you could get. It's plain as day, the department were presented with numerous scenarios and they went with the 'not the uk' one where school profile counted.
Millionaire only not wrote: » There is numerous examples here from teachers that if u graded your work properly it wasn’t changed. Private grind schools kicking off With law is only to satisfy little Tommy’s parents and excuse little tommies lack of grey matter . Bet any money the high achievers got through at private schools. it was the middle of the road achievers looking for H1’s that they were never going to get the problem is !
tiktoktoegirl wrote: » I’m currently in fifth year and the amount of people advocating for continuous assessments genuinely scares me.. I’d rather be stressing over tests for two weeks instead of two whole years of my life. We all have our off days, even during our Leaving Cert. The only difference is that doing a few bad class tests would honestly discourage me immensely if it had any bearing on my final result- at least now I know it doesn’t matter, I can make it up, see where I went wrong and I can improve for the real thing. All it takes is a few bad grades, and it’ll be a blip on your record.. and lets face it, not everyones in the position to be studying for every exam 24/7 everyday all day. Teacher bias is also a huge issue- it’s pure retarded idealistic nonsense saying “teachers shouldn’t hate students for no reason and show preference blah blah blah” because lets face it, it DOES happen. A lot more frequently than we’d like. My German teacher can’t be described in any kinder terms than being a pure bitch, she actually prefers students who mess in class and get solid NG’s to students who try. She’s by far the only exception, would you want these people to have any say in your child's final grade? Why should I suck up to her so she doesn’t try to downgrade me every chance she gets? The LC is the best system truly, anonymous and the fairest tbh. It not only gives students a platform to prove themselves, but it allows you to make mistakes along the road and learn from them in the end.. isn’t this what learning is all about truly? You could’ve missed 3 months of schoolwork after being severely hospitalized. With final exams you can catch up, with continuous assessments that blip in the record would REMAIN. Is that what you want? Should I sacrifice my social life and mental health so I spend 8 hours of study after school so I can ace every class test I have to at least get a shot at applying for medicine?? Be realistic!!
rainbowtrout wrote: » You have zero evidence to back that up, it's all just pure conjecture on your part. And believe me, I'm no fan of grind schools, but students deserved to get the grades they were capable of, regardless of what school they were in. The idea that a high achieving student may have been marked down this year because they were in a grind school, but if they were in a run of the mill community school they would have not been marked down is wrong.
mrsdewinter wrote: » There are good things about the conventional LC: it's anonymous, so it's kinda meritocratic ðŸ˜; with 7 subjects, it provides a broad education. But it comes down to what we want from the LC. At the moment, it rewards people who perform well over 3 hours on an afternoon in June. That's not a skill that's transferable to most other areas of life. I don't have children but I'm a taxpayer, so my perspective is: what kind of work habits does the system instil? I'd prefer to work with somebody who has discipline, can organise their tasks & workload, can work at a steady pace over a longer period, and who can get on with both their peers and, hey, maybe professionals in their 40s too... not somebody who goes on the doss for 2 years but then, somehow, pulls it out of the bag for the big day.
rainbowtrout wrote: » The OP said that they couldn't apply to college with the grades from the written exams, which isn't true. Of course they won't be able to start a course half way through a college year. I didn't think that needed to be pointed out. As grades were up this year in comparison to last year and they can mix and match grades from calculated and written exams, I would say this years students have an advantage over the students sitting the exam in 2021. And we don't use textspeak on the forum.
Gerry T wrote: » Listen, I was being helpful and yr isn't textspeak. What you said was:You didn't state that. If students sit the exams in November and for arguments sake get the results around Christmas they can be made an offer of a place but they will need to defer given that half the college year is over. That is common sense. Basically you said as half the yr is over they would have to defer. That does suggest you thought they would get offered a place half way through this yr. Which they wouldn't. They would have no option to defer.
bobbyy gee wrote: » most students got higher scores than if they sat the exam by about 10%
tiktoktoegirl wrote: » You do realise all those skills are taught fully later on in college and work, right? Cramming is hard enough for the leaving cert, college is a completely different ball game, and that’s not even factoring the level of maturity you gain as you age, are independent and live by yourself etc. Do you seriously think any 15/16 year olds entering their leaving cycle have such developed organization skills and priorities set? .........
Iscreamkone wrote: » If the teachers scores were not downgraded then the grade inflation from previous years would have been huge. In other words teachers across the board gave students too many marks. Even so, this year's high scores will be in the system for years to come with students applying in 2021 and 2022 when the points will drift lower, and LC students from 2021 and 2022 having to repeat and apply to lower points years in the future. Continuous assessment would drive points up as teachers will score too highly. (Also, there has been very little talk about those who got their points in previous years. How did they get on versus the inflated grades of 2020?)
