[projoy] hear, hear. I had the last exam today - despite my bus not showing up and me having to run across campus to be a few minutes late, it wasn't too bad. now all I have left is the 2000 word essay, which is why I shall be on campus from 08h tomorrow. ouch.

[nights] I do tutorials for mid-degree (i.e., round years 2&3, depending on the degree programme and education system) physics students. In practice this means that typically they've been in the game long enough to know what the deal is, and have got into a reasonable routine and habits regarding learning stuff, but still haven't quite reached the point where they'll voluntarily spend the whole day in the library/lab because they like it. (That kicks in around 3rd/4th year). Apparently I'm now a "senior tutor", which doesn't come with any extra money (in fact, I'm lucky it comes with any money at all) but does involve added responsibility. One of these is checking the exam papers, hand-in questions etc. all of which form part and parcel of the "assessment" that's going on. In practice, "checking" means "working through and making sure you can do it in 1/3-1/2 the time we expect the students to spend on it". Which is quite a lot of extra work, cos you have to get 100% as well...

[nights, again] To be honest, I don't think that what you say has ever been true, at least not for the last 15 years or so. I think there's a whole bunch of myths that get irresponsibly perpetuated by ex-students about how all they did was drink, get laid and engage in oh-so-hilarious traffic-furniture relocation exercises. Though now I think about it...

My gripe about assessment, apart from the obvious selfish one, is that for all the foreplay and aftermath that surrounds a formal exam is that, per hour of examination, I estimate you lose about one weeks' worth of time that could be used teaching people something. I'm still "out" on continuous assessment. I hated it as a student, but now I'm on "the other side" I've seen evidence that it can boost the performance of those in the bulk of the distribution. The lower end is always impossible to motivate, and the top end usually looks after itself but I do worry that if things become too prescribed they might get a bit bored. Personally, I advocate oral examinations since they give people the opportunity to reveal what they know, rather than what they don't. However, I realise most people feel quite intimidated by them so my feeling is that a mixture of sit-down, continuous assessment and scary viva would probably be the fairest system of all.

[rab] In other words, try every method of torture to see which one breaks them? :-)

I was a student once and if all they do is get drunk and laid, I missed out on 50% of my education. I'm not telling you which 50%, but you can probably guess...

[botherer] never mind. get involved in sunday league football, that'll help redress the balance.

[rab] I'm second year, and I think I'm at the stage you describe your physics students as being at. I *like* my subject, it interests me (finally), but I wouldn't stay on campus all day working on it because I like it. although I am today, but that's because I'm grossly disorganised. oh well, wish me luck.

[rab] That's odd. When I was a student I hated discontinuous assesment (to the extent of picking my courses to avoid exams), but doing education work has led me to like it less, because it normally means continuous alertness to student needs (and a more constant flow of paperwork), which is harder than sitting back and regurgitating a load of stuff at students the same each year.

(That's not an argument against it, btw, just an observation)...