The Trap was very good in explaining where those tick box ideas came from. I
didn't know anything about the context they described (but I suppose it's
obvious when you think about it.)
Research into education from a few years back confirmed that criteria based
assessment, although promising to be fair and free from bias, simply
produced a forest of paperwork. Attempts at clarity in assessment criteria
simply produced more statements that tried to clarify the previous
statements, and then range statements which sought to clarify etc.
In the end they decided what was needed was dedicated, well informed,
motivated, good quality teaching staff at all levels in education who were
adequately supported.
Ah well,
Ian
>From: rupertmallin <[log in to unmask]>
>Reply-To: rupertmallin <[log in to unmask]>
>To: [log in to unmask]
>Subject: My month of mud
>Date: Mon, 19 Mar 2007 11:59:18 -0000
>
>Hi
>
>Working out my teaching notice has been like treading mud. Finally, I'm out
>the otherside and will probably not return to formal teaching again. In
>teaching those with learning difficulties - as elsewhere - a battle rages
>between those who deliver holistic/whole person education and those who
>pursue targets via tick-boxes (brilliantly illustrated in last night's BBC
>2 documentary 'The Trap').
>
>In leaving, the students and staff of the former persuasion cooked me a
>meal and I came away with a bottle of wine, gardening vouchers, a dozen
>cards and a photo album of my work with students going back over nearly
>three years. Oh, and some tears (mine). I shall develop 'out of college'
>work with those students and staff in my new youth arts adviser hat.
>
>This is a long excuse note to explain why I've not been in touch with folk
>f/c or b/c but am beginning to free up a tad of time..
>
>Go strong, go gentle, Rupert x
>
_________________________________________________________________
Solve the Conspiracy and win fantastic prizes.
http://www.theconspiracygame.co.uk/
|