I don't know enough about 3rd level. I know that at A-level Eng Lit Ofqual have had concerns about a race to the bottom, with schools choosing short and relatively easy texts. See p 15 here. I think in the end The Yellow Wallpaper now can't be studied as a standalone text because of concerns about this.
Excellent piece. The notion that terminal exams should be scrapped in favour of assessment by teachers responsible for teaching, as suggested when exams were suspended during COVID, sound have been disastrous. One need only look T the rampant grade inflation for GCSEs and A Levels. The latter creating serious issues on university selection processes. Terminal exams, followed up by assessment at a later point eminently sensible imho.
Thanks - really interesting. I was (and still am) very much in favour of the modular system, but that could be as it probably has different outcomes based on different subjects. For example, in Maths the later modules were based on a lot of concepts from earlier ones. So students who crammed, often then found themselves coming up short when starting second year modules and therefore needed to go back and revisit these (embedding the learning more robustly). I think the problem is that there isn’t a ‘one approach fits all’ solution.
I don't know enough about 3rd level. I know that at A-level Eng Lit Ofqual have had concerns about a race to the bottom, with schools choosing short and relatively easy texts. See p 15 here. I think in the end The Yellow Wallpaper now can't be studied as a standalone text because of concerns about this.
Excellent piece. The notion that terminal exams should be scrapped in favour of assessment by teachers responsible for teaching, as suggested when exams were suspended during COVID, sound have been disastrous. One need only look T the rampant grade inflation for GCSEs and A Levels. The latter creating serious issues on university selection processes. Terminal exams, followed up by assessment at a later point eminently sensible imho.
Thanks Lee!
Thanks - really interesting. I was (and still am) very much in favour of the modular system, but that could be as it probably has different outcomes based on different subjects. For example, in Maths the later modules were based on a lot of concepts from earlier ones. So students who crammed, often then found themselves coming up short when starting second year modules and therefore needed to go back and revisit these (embedding the learning more robustly). I think the problem is that there isn’t a ‘one approach fits all’ solution.