rainbowtrout wrote: » But you are dealing with reality. If they can only achieve 5/10 on tests then they don’t deserve a H1, they deserve a H5. It’s that simple. I’ll tell you who will hate you in the real world come August - that student who has worked their arse off for two years and you only gave them a H4 when they deserved more and them seeing students who only deserved a H4 sailing into a course with a H1, a grade they neither deserved or were capable of achieving and students will then know that it’s only a popularity contest in your class. Honestly I’m so angry reading your posts. They are a prime example why teachers shouldn’t be allowed grade students.
Teach30 wrote: » In an ideal world that would be the case but I’m not going to be the one who will be blamed for giving them a lower than expected grade, that’s the reality! Im even anxious thinking about it and meeting them after and being known for it for evermore by the rest of the students in the school. I’m not talking about the kids in the middle I’m talking about the h1 and h2s. I prob naturally inflate grades anyways so will use the few class tests I have and follow the guidelines thereafter.
rainbowtrout wrote: » It’s not about what grades they need. It’s about what grades they deserve. I’m so horrified by your posts Teach30. Their future course prospects are their problem not yours. It’s not about being liked, it’s about being professional.
km79 wrote: » Most/all of the next month will have to be given over to oral work so. Will you be doing mock orals with all students as would normally happen (it happens in all schools I’m familiar with ) The orals won’t run . I’m calling that right now .
rainbowtrout wrote: » I’d hope you’d be giving them on ability and not on what courses they’re aiming for. Anything else is unprofessional.
Teach30 wrote: » I suppose this students answering style seems better? I’ve never marked LC level so I’m only assuming. Others would be as good but wouldn’t write as long or detailed an answer for Qs but then they might do better in an official exam as they write less so get more covered. I use marking schemes for correcting but even they are vague and never say exactly what to expect from student. I know what your saying but these are the things some teachers will consider when giving PG! Their future course prospects will be down to the me and I’d hate to be remembered for not giving results they need and deserve. That’s just my thinking right now, I’ll obviously follow guidelines when we get them.
Teach30 wrote: » Thinking about my LC class and what way I would dish out PG. I didnt do any of this last year. I have one student who has worked and continuously got h1s from 5th year on but isn’t going doing a high points course... would I still give the highest a grade to that student.... I have others hoping to do medicine and law who’d still be excellent but not as good at answering Qs. I have results from about 6 small class tests to go on and two small tests they did at home. I don’t keep a record of homework. I’m not even sure if I have a record of tests they did in 5th year.
rainbowtrout wrote: » The way I see it is my job first and fore most is a teacher. To teach my course and prepare my students for the LC. I’ll be continuing to do so. I will have to give class tests along the way to generate data for the predicted grade. But as far as I’m concerned it’s business as usual. I’m finishing the course / coursework and doing revision. Anyone who is opting out will just have to do the work if they are coming to class.
km79 wrote: » A lot of good points made The oral situation is a shambles So in your class you might have 1/3 taking the orals . They need prep between now and Easter . The other 2/3 don’t . What happens there then ! It won’t work For many reasons .
wirelessdude01 wrote: » If they deserve a 5 out of 10 but need a 10 out of 10 which would you give them? There shouldn't have to be any thought given to the fact that you know some of them outside of school, that you know their families or what courses they hope to do next year. You can only mark based on what criteria and evidence you have.
Teach30 wrote: » Easier said than done, id know some of these outside of school so makes it that bit harder. As I said I didn’t do this last year, that with the fact I have never corrected at LC exam level means I wouldn’t be sure what they would get in an exam. So I might correct their answers and say they’re only worth 9/10m when they could be worth 10/10! One students writes more than the others so I give them 10/10 but the rest of the answers would still be correct but don’t have as much information. They’d all deserve the 10/10 but that one students who writes more and in a better style is what I base answers on along with marking scheme! Basically I haven’t a clue so will ask my colleagues for advice.
wirelessdude01 wrote: » Need and deserve shouldn't be in the same sentence. What they deserve to get shouldn't equate to what they need to get for college.
Teach30 wrote: » Their future course prospects will be down to the me and I’d hate to be remembered for not giving results they need and deserve.
cmssjone wrote: » Many of the teachers that did that last year found that many of their students’ grades were still downgraded. I won’t be making that mistake this time.
am_zarathustra wrote: » No teacher should consider the course they might or might not get when grading the students. Need is not in the equation, only deserve.
Rosita wrote: » I would say it would have to be explicitly stated that you can take engagement/attendance into account because hasn't one of the great selling points of the LC always been that whatever might be the background everyone started on the same line in the exam. This the LC exam not the TY end-of-year awards. Under no circumstances would a decision to penalise students for engagement/attendance stand up to any scrutiny. Especially in the current febrile 'student centred' atmosphere.
Rosita wrote: » But your job is to assess at LC level not to try to influence who gets into what course. Not wishing to be smart but saying someone is not as good at answering questions........ultimately the exam is about answering questions. It's like saying I'm a great snooker player just not great at potting balls. Ultimately, while other factors contributed, ability to answer questions is the measure.
Teach30 wrote: » I have one student who has worked and continuously got h1s from 5th year on but isn’t going doing a high points course... would I still give the highest a grade to that student.... I have others hoping to do medicine and law who’d still be excellent but not as good at answering Qs.
Nyla Worried Son wrote: » I think students like these in any subject, at risk of failing, will absolutely have to sit the paper. No matter how much they think they can rely on their teacher, they cannot rely on the algorithm. If it's just a couple of subjects then that gives them a chance of focusing on that subject for the exam. But I would see little relief here for a student who is in the bottom 5 in all or most subject classes.
Rosita wrote: » Other winners are OL language students who might have needed to drop to Foundation Level. Why would they do that now with no requirement to do an oral or even a written exam? Would a teacher really fail them?
noplacehere wrote: » Do we have any clarity on this though? I thought if we aren’t predicting until May they’d have to be in?
am_zarathustra wrote: » Has it been explicitly stated that you can't take engagement (or attendence) into account in this new accredited grading or whatever we are calling it now. If I've finished the last 10% of the course and you weren't there surely that impacts on your grade?
