Clearly your experience is one of the reasons why the government are keen on
making the GNVQ more stringent. Personally I can think of nothing more
stringent for example than a student producing a business plan and
justifying it before a panel including bankers and accountants. (The
consensus is that the good plans are much better than those received in real
life.)
The reality is that it is probably straightforward for a student to
get a pass in gnvq if they attend all the lessons and do all the work. The
same is probably true of A level at an e grade which is what a pass
approximates to. However a distinction level student produces not only a
substantial amount of work but demonstrates a great depth of analysis in the
real world. The amount of work arises because a GNVQ student has to cover
the entire subject whilst an A level student may choose to ignore certain
areas of the subject This of course is one reason why sometimes spoon
feeding may occur.
The GNVQ A levels debate is one which generates often more heat than
light. For my part I would like to make two points. The first is best
explained by personal example. I , like most teachers have a good memory and
powers of analysis. As such I do well at traditional examinations. However I
am naturally lazy as such would not do too well at continuous assessment. My
brother however when he was alive suffered from certain physical
impairments, including epilepsy. As a result although he was as intelligent
and knowledgeable as me I became better qualified because he could not do
himself justice in examinations. If GNVQ had been available in those days he
would have done much better.
The point is clear examinations or continuous assessment are a case
of horses for courses.
The same is true of universities. Sending a student to any
university is not the object, but far be it for me to disagree with another
Arsenal supporter neither is sending students to a first class (whatever
that might mean) university. Teaching business studies students seek careers
in a wide range of places including just for example accountancy and
marketing. In these two professions there are degrees from new universities,
even ex polytechnics which are accepted as better quality by those in the
know than from traditional universities. (Incidentally the definition of
first class universities differs some would only accept Oxbridge, London and
Durham)
Back to GNVQ. The relationship between degree of work given and
subsequent grade is a matter for the personal morality of the teacher.
However this is not a new problem. When does examination revision become
simply cramming and we change from educators to trainers training animals to
jump hoops? We all know of schools/colleges whose grades look suspect. We
also all know of schools and colleges who have excellent A level results but
it is clear on talking to students that their knowledge is of a very limited
area.
I must admit that the introduction of funding by results and teacher
payment by results worries me in connection with both examination cramming
and especially GNVQ. It increases the temptation to have a lower ethical
stand.
Sorry for the length of this missive but it is a subject I feel
passionately about.
> ----------
> From: chris.sivewright[SMTP:[log in to unmask]]
> Reply To: [log in to unmask]
> Sent: 11 May 1999 08:55
> To: Richard Kennell
> Cc: [log in to unmask]
> Subject: Re: GNVQ
>
> I am still reasonably new to GNVQ so forgive me for my naivety. It seems I
> am doing something wrong.
>
> This is what happens:
>
> pupil hands in work saying "diagram shown here shows ...." but no diagram
> there. I then interview.
>
> "What diagram should be there?" I ask
>
> "Don't know - please Sir, what diagram should there be?"
>
> I show
>
> I then ask again
>
> she gives me the answer I have just shown
>
> I then draw it
>
> She agrees it is correct
>
> and then the work is signed off
>
> There is something wrong there but I am not sure what.......like I said,
> excuse my naivety.
>
> thanks
>
> chris
>
>
> Richard Kennell wrote:
>
> It is my experience that GNVQ students are not discriminated
> against by universities. Over the last three years those who have applied
> have made their choice of university on the basis of the courses
> available. They have all received offers from a wide range of universities
> on a variety of courses irrespective of whether they have studied an A
> level or not. Those who keep in touch are all doing very well and
> admissions tutors I have spoken to think very highly of GNVQ students. As
> far as I know none of my students has suffered because they have followed
> GNVQ courses, indeed many would not have considered university at all if
> it were not for the progress they made on the GNVQ course. The GNVQ in my
> opinion has served the needs of some students very well indeed, I'm not so
> sure it will from September 2000. Richard KennellDidcot Sixth Forms
>
>
>
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