Friday 10 May 2013
Jargon
Saturday 4 May 2013
Cause and effect
On the day after the government got a shock at the local elections, it is a pleasure to hear Ministers talking about 'listening more'. One of them went straight on to say '... and telling people what good things the government is doing ...' That is just what you want from someone who is really listening.
But the real joy is of course Mr Gove's antics. His Department is apparently in the doghouse for not responding swiftly enough to MP's questions. One wonders if it bothers to answer any at all since they seem to take no notice of anything anyone else says.
He has also had the results of a survey of Head Teachers and Teachers looking at GCSEs. 80 percent of heads said that they had less confidence in GCSE than a year ago, largely because of the marking fiasco when grade boundaries were moved (see previous posts).
The Department for Education draws the conclusion that this bolsters the need for reform of the exam along the lines of Mr Gove's non-modular proposals.
Er ... no. It is not the modular form of exam that caused the problem, it was the movement of grade boundaries and a useless marking system. You can change the structure however you like but if the marking system is rubbish then you you will get rubbish results.
Who worries what research actually says? It naturally concludes that I am on the right track. So much for a listening government.
But the real joy is of course Mr Gove's antics. His Department is apparently in the doghouse for not responding swiftly enough to MP's questions. One wonders if it bothers to answer any at all since they seem to take no notice of anything anyone else says.
He has also had the results of a survey of Head Teachers and Teachers looking at GCSEs. 80 percent of heads said that they had less confidence in GCSE than a year ago, largely because of the marking fiasco when grade boundaries were moved (see previous posts).
The Department for Education draws the conclusion that this bolsters the need for reform of the exam along the lines of Mr Gove's non-modular proposals.
Er ... no. It is not the modular form of exam that caused the problem, it was the movement of grade boundaries and a useless marking system. You can change the structure however you like but if the marking system is rubbish then you you will get rubbish results.
Who worries what research actually says? It naturally concludes that I am on the right track. So much for a listening government.
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