History Queen wrote: » This letter by a Principal in Dublin is well worth a read.https://www.irishtimes.com/opinion/letters/schools-undermined-by-mixed-messages-1.4496220?mode=amp
Treppen wrote: » Fair play, well put. What makes it worse is that the department followed along on the coat tails of the JMB.... We're the JMB at the talks?
Str8outtaWuhan wrote: » Mocks held remotely are pointless. Excluding the cheating element surely the whole point of mocks is to replicate exam conditions, to be in the rooms you will sit the LC, under the same strict rules etc. That principal , while well intentioned, has wasted her students time , time they could use to study for exams or get more contact with teachers.
carr62 wrote: » By any chance might there be a home economics teacher on here? My son has been without a teacher for 6 months or so ( awful, I know, but we just have to make the best of it now for the last few weeks). He's very poor in this subject, hasn't a clue who will grade him so figures he had better try to attempt the exam. I'm sitting with him now and we are trying to figure out how the marking scheme works, is how much information he should be giving for each answer. Is there a format to it? I mean, from the little info there is on the exam papers booklet, we see some questions are worth 20 marks ( write 5 points @ 4 marks each) others are for example worth 12 marks , ( it says write 4 points @ 3 marks each) - . But say, for this, how does he know that this 12 mark question is looking for 4 points at 3 marks each, and not 6 points at 2 points each, or indeed 12 points at 1 point each! The real exam paper won't have that info on it, so how does he know how many points to give? I don't want him wasting time trying to think of 12 points to give for a 12 mark answer, when the examiner only wants him to write 2 points at 6 marks each....or perhaps 4 points at 3 marks each!!!! I think I'm confusing myself now! But if anyone might have a clue I'd be so very grateful. Many thanks.
History Queen wrote: » I disagree with you. For some students they just want a chance to sit a full paper and check technique/timings etc. For those students cheating wouldn't be an issue. Depends on the cohort, she said they consulted the students and acted based on students desire to sit mocks. It's the formative vs summative assessment argument. Which is why I also think the 3 tests per teacher argument is also a crock of absolute ****e.
Rosita wrote: » Lot to be said for this. I have a guy in my class who shows up maybe once a week but did a decent exam in November which was a significant length. I would say he would pass the LC exam (a language) handily enough if he never came back because of his basics are decently good. There are others there every day who wouldn't do as well. I can give all the exams I like and it won't change how I think they will do in the exam. It's hard to have evidence for a guy who's not there to do the exam but it doesn't change the fact that in my professional judgement he would pass. Now if someone wants to go through my paperwork they will have to explain to me how I arrive at an "Accredited Grade" to which the student is entitled. Most teachers in experience from talking to them would have a very good idea how a student will do. They should now back themselves in that regard and not be overly concerned with compiling a dossier on every student to defend a judgment that they are uniquely place to make.
Str8outtaWuhan wrote: » A full paper of what? the papers format will be changed on 22nd so what they are doing for mock is not a "full paper" Technique/timing require pressure and environment, neither of which a student will get in the cosy comfort of their bedroom with mammy bringing them tea and biscuits half way through their Trig question I appreciate as a teacher you have a certain amount of insight but to me that principal is just pandering to students. Either they man up and sit the mocks in full under normal conditions or they don't. imho
am_zarathustra wrote: » Was having a quick look through the numbers (grades and assessments) I'd have for kids, bar a couoem, they'd be very consistent. Most students I could pin to a 10% margin, a couple would be in within a 20% margin and I'll need to monitor work from them closely when I go back. That's the most I'll be able to do though, estimate a margin and use the next 9 weeks to try and narrow it down, it's certainly not ideal and unlike last year I will probably end up giving every student the top or the margin I'm left with. The lack of a decent length exam or a mock will make the anything else impossible
PoolDude wrote: » In reality you’ll need a much tighter margin so the class is stack ranked. I know your not officially doing that but providing results to two decimals with no two the same means 20% range won’t help when you need to get it to that level unfortunately
Bobtheman wrote: » I took out my crystal ball and this is what I see Media and government admit school openings were premature. It will increase the virus rapidly Vast majority of teachers will ridiculously inflate grades because A) They will let the SEC do the dirty work of lowering them They don't want to get it wrong for kids C) no external validation if the student choses not to do LC in June
Bobtheman wrote: » Does the new system allow you to give two students the exact same mark?
skippy1977 wrote: » No. You give a mark correct to 2 decimal places with no two students on the same mark. So one can be 73.24 and the other 73.25....but you are not 'ranking them' :rolleyes:
jimmytwotimes 2013 wrote: » Some job to know your students down to 2 decimal places lol
Wombatman wrote: » The amount of sucking up there will be from 6th years tomorrow, will probably worth around 0.0146754 to them. Should that be rounded up?
Bobtheman wrote: » Jaysus I picked the wrong week to give up amphetamines
Choochtown wrote: » So on 22nd March, we all find out the adjustments to the Leaving Cert papers. This means that the work done with LC students over the next 3 weeks could be pointless. eg. A Physics teacher may decide to revise or teach "Option 2" to their students only to find out on 22nd March that "Option 2" has been removed from the paper. The Department are making this up as they go along.
In addition to the adjustment to the examinations previously communicated to schools, further adjustments will be made to the written papers. These further adjustments will aim to reduce the load on students, leaving intact the general overall structure of the written examination papers. In the majority of cases these adjustments will involve reducing the number of questions that students will be required to answer. The duration of the examinations will remain the same as set out in the published timetable, thus providing students with additional time to read the paper and answer the required number of questions. Further subject-by-subject guidance in relation to these adjustments will be issued by the SEC in the week of 22 March.
PoolDude wrote: » I see the high court challenge to last years calculated grades has been dismissed
rainbowtrout wrote: » But they didn't say they were removing topics from the paper. They said they were giving more choice, i.e. if you were asked to answer 8/10 questions on a paper, now you might only be asked to answer seven.
