[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)...

(er, and I meant "...doing education work has led me to like continuous assessment less...")

*goes back to bed*

um

er?

wha?

fuh? essay's done by the way. I think I'm going to explode with joy at the prospect of a week off...

*sandbags against the prospect of nights exploding with joy* i wish...

[nights] Well, assessed coursework is still assessment, I should think. In any case, personally I don't mind exams, although perhaps that's because I'm all right at them (my BA was 100% exams, and all the exams took place within a single fortnight at the end). I'm not convinced by the argument that assessment is an ineffecient use of time because it could be better used teaching students things: I'd say that reinforcing stuff you've already been taught and ensuring that you actually know it properly rather than have just a vague memory of it - in other words, revising - is just as valuable as learning it the first time around, if not more so.

Best way to maximise the amount you can recall of what you have been taught is to review it after a day, a week, a month, a year, noting errors in your recall at each stage and concentrating on correcting them. I can vouch for the fact that it works, it's just that I for one was always far too lazy to do it properly.

sooooo.....what's happening?

[ZK] I am feeling delicate after a bloody good wedding yesterday. Recovering with the liberal application of tea and TV.

Hello ZK - good to see you again :-)
Hello pen - good to see you as always :-)
I'm spending a bit of time on here 'googling' for 3 Characters for the quiz tonight. It's my turn in the chair and the last round involves giving information in 3 stages about a person and the scores are 5,3 or 1 depending on when the correct answer is given. I'm trying to be really fair and not choose subjects that the team I belong to will be able to answer straight away and score maximum points. Oh - and I have to cook a roast chicken dinner for 5 for around 5pm.

Yum. I chose E M Forster, Peter Gabriel and Otto von Bismarck and have aimed for some tantalising first clues ...

He had a country house built, called Schloss Kroechlendorff (been there, got the sweatshirt), and he said, "God made Austrians by crossing Bavarians with humans."

[Raak] So how do we tell him apart from Peter Gabriel?

[Darren] Costumes. Gabriel will either be a giant flower or a fox, Bismarck will be a slightly camp military type.

[rab] Does being 'darlinged' give you a hangover the next morning? ;o)

[Chalky] I seem to remember [from my O-level history (over 25 years ago, eeek)] that OvB introduced Kulturkampf where he sought to reduce the power of the Catholic church in Germany, fairly successfully. He also tried to "kill socialism with kindness" - which was an interesting concept that mirrored Tsar Alexander's ill-fated attempts at liberalisation in Russia. Blimey it all comes flooding back ...

Bismarck was great. He seems to have been prejudiced against more or less everyone apart from upper-class Protestant Prussians - remember he referred to Disraeli as "that old Jew" in a tone of grudging respect! And he had a dodgy tache too.