Direktlänk till inlägg 8 december 2016
When talking about grades and grading students often get nervous, scared, anxious and so forth. What grades they get can be the difference if they will get to study what they want at uni. The higher the grades are, the higher are the chances the students will be accepted to the univeristy they want to go to. But then, are grades fair? Do all students all over Sweden get graded in the same way? Do they have the same opportunity to get good grades or the grades they deserve? The simple answer is no, grades are not fair and all students don't get the grade they deserve or they get higher grades than they deserve. This is a huge problem and the fault is not the teachers but the system at many times.
We do have a national test and there has been discussions about having them corrected and graded externally but as many has pointed out this will not help if the national test doesn't decide what grade the students will recieve at the end of the term. If the national test will be graded externally then the national test should be a bigger part of the final grade than what it is today. But is this fair? One test you write, should that decide what grade you get? What if the student fails the national test but has shown during the semester than he or she actually knows what he or she has to know? Should we then fail that student?
Grading isn't simple and it shouldn't be either, but I believe that teachers and preservice teachers need more education in how to grade and what to think about when grading. Grading should be a part of the teacher programme but it isn't, the few times we talk about grading is during the teaching practicum and that isn't enough, the univeristy shouldn't put teaching about grading on the mentor a student have during the practicum, grading should be discussed at the university to.
Literary analysis might sound scary or difficult but it actually isn't when breaking it down into smaller parts. Which is what we are going to do. We are going to break down the literary analysis into four basic parts and take a look at what should ...
As you might know most teachers teches two different subjects. These subjects are at times possible to combine with each other and thus get more teaching time for a project. For myself I will be teaching English and History and these subjects are eas...
I've decided to broaden my blog and write a bit more about how to analyse novels, poems, films and so forth. I will go through some important aspects and terminology. I will also include references to some literature I believe is useful when analysin...
O Rose thou art sick. The invisible worm, That flies in the night In the howling storm: Has found out thy bed Of crimson joy: And his dark secret love Does thy life destroy. The Sick Rose, a poem written by William Blake i...
Instead of studying I spent the day shopping for Christmas gifts and a little something to myself. I also baked a gingerbread cake since I ate the last saffron bun a few days ago and I crawed something sweet and didn't want to buy something in the st...
Må | Ti | On | To | Fr | Lö | Sö | |||
1 | 2 | 3 | 4 |
||||||
5 |
6 | 7 | 8 | 9 |
10 |
11 |
|||
12 |
13 |
14 |
15 | 16 | 17 |
18 | |||
19 | 20 | 21 | 22 |
23 | 24 |
25 |
|||
26 |
27 |
28 |
29 |
30 |
31 |
||||
|