[“I gave my pupils S. O’s with multiple choice questions, and said,” Look, if you make an orangutan tick, he also has 25% on average. So it starts counting when you get above 25% ‘. At first I did not understand why they did not snap, until a pupil asked, “Sir, why should we know more than an orangutan?” Damn, she was absolutely right, it was a havoklas. I gladly gave and with enthusiasm a 10, but there was actually little animo for it.
“,” We live here in a free society where a participatory institution and the correct input/answers should be rewarded with the highest achievable.
Teachers who (often out of principle) never give a 10 do not belong to a class.
It is pure abuse of power to “make a point”.
In contrast, I also find it ridiculous that no “1” can be given.Do not make the test, or fill in your instant everything wrong where everything is incorrect, then you should get a “0”.
It is so simple, and anyone who is systematically unable to adhere to it should look for another profession.
For boxes where the answer is clear or wrong, e.g. in the counting box, it will be difficult not to give 10.At Vkken, where things are ambiguous, as with the linguistic and historical subjects, this is already more difficult. Answer models help with this, which must exist before the test is taken. In view of the working pressure VSN teachers, these models do not exist, and the pupil must settle for a 9.5.
I find this question spicy, because a 10 means 2 things at the same time:
- The learner gets the assessment she/he deserves
[With the disadvantage the message ‘ You have nothing more to learn ‘, which until a PHD will never be the case
- The pupil gets (also) the message ‘ What are you doing here? ‘
[You’re performing here under what you can really handle
Fine for self-confidence, but the wrong signal [you’re never learned.So a dilemma……
[Or in other words: the figure is wrongly [for that pupil/in our system The purpose is elevated, not the knowledge or skill.A more precise observation after an intermediate-moment recording would be:
- Or ‘ You have to learn and practice a lot ‘ (you are also much behind in time compared to the average)
- Or ‘ You still need to learn and practice ‘ (you are also somewhat behind in time compared to the average)
- Or ‘ You are on track ‘ (compared to the average)
- Or ‘ You are in the knowledge and insight relative to the average ‘ (continue)
- Or ‘ You are already so far, in my time distribution I would give other subjects that need it most time, here you can do it quietly ‘
[Get the learner in all subjects that last advice, it’s time for school action
> > At least putting your own knowledge, understanding and skills at the heart, not ‘ like a monkey at the right moment, jumping through the right crat ‘.[The latter gives pupils who lost in the 4th of the 2nd for a long time.
What I think about teachers who never give a 10 is that they are short-sighted and thus give pupils the idea that perfection is not possible even under certain circumstances. That is utter nonsense.If “8” is your highest point, “10” may also be. A well-known amplifier brand, Marshall even dropped the volume on their amplifiers to “11”. As was said in the movie “Spinal Tap”: Why 11? “Well it’s one better then 10 aint it”;-)
In the meantime I have become a lecturer who does not want to give figures anymore.I did 10 as a student I was totally not proud of, because the lesson/test did not contain a challenge for me. And I’ve scored 5en which I was super proud of because it was the highest achievable at the time. So who determined the bar? The teacher or the student. When is the student satisfied, when did he show the most development?