Whoops.  Maybe I should have taken Psychology A Level, not Maths.

I was (unsuccessfully) trying to make a simple point.

In the potentially obsessive analysis of pass rates, relative standards,
falling standards etc etc, I think we are in danger of forgetting the
only important person - the individual student.

I study for a course that is defined by the Board.
I take the examinations (in whatever format) that are set for me
I meet the required standard for a particular grade - hopefully
achieving my potential
I succeed.
I celebrate my success (assuming I can block out the siren voices of the
exam critics)
I move on.

Several years down the line - that is all that matters.

Students are not statistics.

That was my point.

Jim

P.s. There are some very good revision books out there which are the
result of some fine thinking

-----Original Message-----
From: For teachers and lecturers interested in curriculum issues
affecting the te [mailto:[log in to unmask]] On
Behalf Of david haynes
Sent: 16 August 2002 10:41
To: [log in to unmask]
Subject: Re: Analysis of A level results - obscenities and hate
campaigns


> That's a lot of wasted paper, ink, electricity,
> calories, teaching
> preparation and delivery...if all that matters is
> trying to identify who
> the "exceptional" A grade candidates are.

Some would say it's of some importance to be able to differentiate
between a candidate who managed to average only 13/20 after retaking as
many exams as possible and studying via modular and the canddiate who
scored 90% on a one-take only (linear).

It's not all that matters - which is why universities
are looking increasingly closely at personal
statements.

> I suspect that what really matters in the end, are
> the single results of a single student.  These are
what help shape a student's self-confidence, emotional development,
career path etc.

Do you not believe that the performance of other
candidates may affect the grade awarded to the
individual student and therefore his/her university
place and therefore the rest of his life?


Whether you
> are 1.75 or 1.25 standard deviations above or below
> the mean in a
> particular subject in a particular year is a
> complete irrelevance.

Whether you score a grade A and someone else scores a
grade E is important when selection criteria is
predominantly decided on examination grades and
combinations.


>
> I look back at my A-levels.  I got a well deserved D
> at Maths and Statistics.  Could have been a C.
Should have been an E.  Didn't really matter at the
time - because my other grades gave me confidence and
a
> route forward.

If you got those grades now - and had been predicted
to get grades A-B, then your university route may be
different.

Will you not at least entertain the possibility?

> You move on from, and build on, A levels very
> quickly.

Your A level results will have an impact on your
university, your course at university - which will
then have an impact on the rest of your life. the size
of the impact will vary.


  What is great
> about this years' results is that more students than
> ever achieved their potential, in subjects that are
more suitable for, and that they are taking that
confidence forward to the next stage.


Students can only do their best at what is put in
front of them. There are other things in life apart
from A levels - the growing (no pun) obesity among the
young, the incidence of smoking among young females,
growing disenchantment about the political process
among the young - all are important. There have been
interviews/articles/letters in all the main media from students who
bemoan that A levels no longer seem to teach them how to think; merely
to regurgitate from 'quick revision' books.


We are delighted for our pupils - but are we delighted
for the country?



>
> We should be delighted.
>
> Jim
>


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