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Another fine mess

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Presentation by Dr Christopher Ray. Panel discussion focusing on grading. This presentation consists of two slides.

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Another fine mess? CONFUSION: Why are we educating? University Access Employment Understanding & Wisdom DISORDER: Why are we not succeeding? Unreliability of marking Inconsistency of grading across and within awarding bodies Restrictive specifications: dressage not jumps One-size-fits-all philosophies and methodologies BEWILDERMENT: What prevents genuine change? Lack of trust in teachers Finland, Singapore, Korea ¡­ wherever the grass seems greener Timidity of spirit
When the grass might just be greener For employment: make sure that all have basic skills and knowledge, assessed by core SATS For university access: make sure that many have advanced skills and knowledge, assessed by higher-level SATS For understanding and wisdom (practical as well as theoretical): make sure that all (depending on their potentials and aptitudes) develop an appreciation of the world around them and how they might interact with that world conceptually and practically, trusting in the assessments of teachers based on school-based curricula (and let¡¯s not worry if different children do different things) Minimizing as far as possible unreliability, inconsistency, restrictive specifications, and the dangers of single-minded approaches to education Be prepared to have fun in education

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Another fine mess

  • 1. Another fine mess? CONFUSION: Why are we educating? University Access Employment Understanding & Wisdom DISORDER: Why are we not succeeding? Unreliability of marking Inconsistency of grading across and within awarding bodies Restrictive specifications: dressage not jumps One-size-fits-all philosophies and methodologies BEWILDERMENT: What prevents genuine change? Lack of trust in teachers Finland, Singapore, Korea ¡­ wherever the grass seems greener Timidity of spirit
  • 2. When the grass might just be greener For employment: make sure that all have basic skills and knowledge, assessed by core SATS For university access: make sure that many have advanced skills and knowledge, assessed by higher-level SATS For understanding and wisdom (practical as well as theoretical): make sure that all (depending on their potentials and aptitudes) develop an appreciation of the world around them and how they might interact with that world conceptually and practically, trusting in the assessments of teachers based on school-based curricula (and let¡¯s not worry if different children do different things) Minimizing as far as possible unreliability, inconsistency, restrictive specifications, and the dangers of single-minded approaches to education Be prepared to have fun in education