Sir, – I would have thought that second level teachers would be up in arms about their professional integrity being called into question by their own union executive.
Apparently teachers cannot be trusted to be impartial when correcting pupils’ work.
Third-level lecturers have been marking their own students since time immemorial, and hand out grades from first-class honours down to fail. Assessment mid-cycle in secondary school is very useful to both pupil and teacher, but few would argue that Junior Cert results would be as significant to a career path as would those at Leaving Cert or degree level.
I have been a member of the TUI for over 30 years. My union’s position in the matter of correction now seems to be quite discriminatory. Third-level teachers are trusted whereas second level are not.
The only issues I have ever heard discussed in TUI in relation to our “self-correcting” have been to do with work load or rates of payment. Neither bias nor lack of professionalism has ever been an issue.
I am just coming to the end of three weeks' assessment of essays, debates and written tests. The feedback emanating from these is extremely useful to both my teaching and my students. I am utterly impartial in my marking, and in all other dealings with my students. If I was not I could not call myself a professional, and therefore should not be teaching. – Yours etc, BRIAN MORRIS Dundalk Institute of Technology, Co Louth Sir, – The article by Dr Tom Collins ("Junior Cert reform vital to building level playing pitch", December 3rd) reminds me of an opposition politician's speech at election time.
All the faults of the past are highlighted with some exaggeration and the good points ignored with studied indifference. There is, however, a more frightening similarity.
There is a vague promise that reform of the Junior Cert, and in particular school-based assessment, will solve one of life’s most intractable problems – inequality.
Two unproven assertions are made. The first is that external assessment sustains inequality in the education system and the second is that school-based assessment will remedy this.
This level of discussion might be acceptable coming from politicians whose promises and policies we have come to suspect. A more thorough and nuanced response to the debate might be expected from an expert in the field.
If Dr Collins is correct then he should produce the evidence where this has happened or is happening and outline the inequalities which have been eradicated. Yes reform, but not a political campaign which owes more to the usual than to rigorous intelligent research and debate. – Yours, etc, DAN MALONEY Dún Laoghaire, Co Dublin. A chara, – Does the proposed reform of the Junior Cert make a mockery of the “mock exams”?
If I get a C in my mocks, and an A in the State exams, which is most correct? For parents and pupils, does external assessment not serve a useful quality assessment of the teachers, and for the teachers, does it not serve a useful appraisal of their performance? – Is mise, etc, CORMAC O’CULAIN Blackhorse Avenue, Dublin 7