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Re: [Phys-L] ungrading



Thank you. So, if I understand correctly, (and I am paraphrasing) admission to a degree level course could be based on a school's internal grades if the school was know to the admissions officers and students that had been admitted from that school before had met expectations.

Does that just apply to what you refer to as 'elite schools'? What about the vast majority of learners who just attend their local state (public) high school - do they not take nationally accredited and externally assessed exams? (I am aware of 'SATs' for example, though I believe they are usually of limited form - i.e., all objective questions.) If so, why could that system not be applied to all schools/candidates? It seems odd that the people evaluating candidates would not use a common set of criteria?

(I am not seeming to sound 'superior' from abroad - in England we use National exams as the main criteria for university entrance, BUT 7% of students attend private schools (some of which certainly see themselves as elite - and produce a disproportionate proportion of prime ministers and other senior politicians) and sometimes (not always, by any means) have much more extensive support than can be provided in by the budget of a state school: so examination grades obtained with very different levels of support may not equate to true potential for study on a degree course. Yet attempts to take this into account in making admissions decisions become problematic, of course.)

Best wishes

Keith



On 02/04/2022 20:18, bernard cleyet via Phys-l wrote:

On 2022/Apr/02, at 11:41, Prof. Keith S. Taber via Phys-l<phys-l@mail.phys-l.org> wrote:

Intrigued.

These are the school's internal grades. But do the colleges not have entrance criteria in terms of grades in the externally marked (national? state?) examinations - do they just trust what the school says? (How could they know what counts as an A in different schools?)

Best wishes

Keith

That’s just one of the problems from overpopulation. Back in the fifties, the elite schools were familiar W/what the HSs recommended based on the results from previously accepted students. Now too many HSs. (and too few colleges/Us.)

Also, back then there was streaming, not now?

All As in AP classes?


The executive secretary of the physical science dept. at UCSB told me that transfers from one of the service colleges did poorly, However, that may be expected, as they were transfers.


bc
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Dr. Keith S. Taber

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The heart-stopping queen: An analogy for a paralysing poison. <https://science-education-research.com/the-heart-stopping-queen/>

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We didn’t start the fire (it was the virus). A simile for viral infection. <“https://science-education-research.com/we-didnt-start-the-fire-it-was-the-virus/”;>





Recently published scholarship:

*Taber, K. S. (2019). Experimental research into teaching innovations: responding to methodological and ethical challenges. *
/Studies in Science Education./ doi:10.1080/03057267.2019.1658058

*/The Nature of the Chemical Concept/*/: Re-constructing Chemical Knowledge in Teaching and Learning/
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*Taber, K. S. (2021). The Challenge to Educational Reforms during a Global Emergency: The Case of Progressive Science Education./C.E.P.S. Journal/, 11 (Special issue), 1-21. doi:doi: 10.26529/cepsj.1109*
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