Rosita wrote: » Yeah, but they still don't have to choose - they can opt for both. Whether they think the time spent preparing for an oral exam is just the same decision process as for any other exam. Have they reason to think they would exceed the likely predicted grade? But they can choose away. It's not the students' problem if someone has to put out a hundred chairs in June and a hundred papers have to be printed for maybe ten students.
Wombatman wrote: » It will be very strange for teachers who are asked for advice, from individual students, on what they should do re. opting in or out of exam, because at that point the teacher will have an idea of how they are going to grade them. Another reason to say to everyone, yes opt to do all exams and then you can drop, if you wish, at a later stage.
Rosita wrote: » The stuff she's reading obviously says 2020/21 as in the academic year so that's where she gets it. But it's stupid, clunky and awkward.
Wombatman wrote: » Yes they will have to choose and choose for every subject at that. PGs without exam, orals, practicals or course work. OR PGs with exam, orals, practicals and course work.
rainbowtrout wrote: » I'd probably ask the students a few questions themselves, like, are you planning on sitting all exams or just opting out of one or two? Are you considering HL or OL in this subject (if they are the borderline category. How would you feel if the predicted grade you were given was downgraded? If they are comfortable with the consequences after that and still want to opt out......
noplacehere wrote: » It has taken me years of practise with music but I finally feel I’ve got there with the exception of the melody question but I think most music teachers would agree on that. And facebook groups helped. I am very clear with students that it’s very much flair that gets you the H1 in melody writing, I use the exemplars from the chief examiners report to show them examples. And I hammer home exactly what they need to get a consistent H2 and then hopefully they get over the line on the day. It’s an interpretation based question and the examiners opinion on what is excellent comes into it. However conversely the harmony question is (mostly) much more specific and marks are obviously lost on particular criteria. Similarly the listening paper.
Rosita wrote: » You miss my point. They can choose both for the record and just show up for whatever suits them. So it's not really having to choose in a meaningful sense. It's just ticking a box with no repercussions. But I'm talking about it being logical to DO only a few selected subjects in which you could excel. Obviously unless you're sure take the 'both' option and keep options open in a subject if you want. But that's not really having to choose. Like I said, it's box ticking.
am_zarathustra wrote: » Back to the LC though, anyone got an instinct for how the SEC will be involved, very quiet on that front. I'd love to know how they feel about weighting different factors! You could see there being a lot of expertise across so many subjects there, would be of real value.
rainbowtrout wrote: » I'd guess that principals will want certain assessments to be able to give them a grade at the end of the year. Maybe complete CBAs, hard to know really.
Wombatman wrote: » Far from it not having repercussions. Somebody who chooses PGs without exam, orals, practicals or course work, won't be able to change their minds at a later stage and do the exam, for whatever reason.
Teach30 wrote: » I’d rather not say what I teach for risk of identifying myself. Not what I teach LC nowadays but in a previous school about 12 years ago I was asked to teach junior cert religion, what a pain. Never again I said! Anyways take a look at the marking scheme there and tell me how do you know what the marks are going for, it’s just an example of how the scheme doesn’t always tell you what they are looking for. For CG I’ll use the data I have not sure are we meant to use the results of tests we gave them online? They definitely used the book when answering!
Wombatman wrote: » Don't get the obsession is with downgrading. Exam marks can also be downgraded too by standardization. PGs and exam marks could in theory be upgraded also. It's a bit of a red herring TBF. Am I correcting in saying they will never know if their PG was upgraded or downgraded in any case?
Rosita wrote: » I'd say that CBAs will actually take on an increased importance now to "keep them engaged".
am_zarathustra wrote: » I think the number opting to sit the exams on paper initislly might be based on lack of information, if we've no idea what will be taken into account then it's hard not to advise them to leave the possibility open, I'd definitely agree with you there
rainbowtrout wrote: » I don't have third years this year.... silver linings.
85% of students intend sitting at least one exam.
Random sample wrote: » Teach30, can I ask if you didn’t have predictive grades last year because there were no 6th years with your subject? Or was it that a different teacher had the 6th years?
Wombatman wrote: » Small sample size I know but.... Exam planning going to be a challenge.https://studyclix.ie/Blog/Show/survey-results-what-6th-years-think-of-the-latest-lc-announcements
Teach30 wrote: » Different teacher who has retired. Lucky them! Why do you ask.
Str8outtaWuhan wrote: » A majority of students (71%) said they do not trust that the calculated grades system will accurately give them a result that reflects their ability. Damning, plus 41 % will sit Irish, shows very little gra for the language
rainbowtrout wrote: » Because there is someone else who you could talk to about marking schemes and calculated grades for this subject...
trihead wrote: » Students will have access to the portal from the early March to make their choice.https://twitter.com/i/status/1362468261074530310
