The problem with the Bagrut is the Bagrut system itself. The reason grading is numbing, exhausting work is that the exam is numbing and exhausting, no less for our students than for the graders (of which I am not one). What should be done is that the Bagrut system should be eliminated, its substantial budget used to raise pay, train teachers better, and provide a better learning environment for our students. Someone reproduced the poem, The Power of One. One Bagrut examiner, teacher, administrator, parent or student can make a difference. Choose to be the one. Don't grade for the Bagrut, encourage others not to, and send a barrage of complaints to the Minister, the inspectors, the press, anyone who will listen until the system is eliminated. There are alternative systems of accountability (see Ken Jones's article <http://www.pdkintl.org/kappan/k0404jon.htm> "A Balanced School Accountability Model: An Alternative to High-Stakes Testing" in the April 2004 issue of Phi Delta Kappan, http://www.pdkintl.org/kappan/k0404jon.htm), and there are ways to make assessment meaningful (see Richard J. Stiggins' article "Assessment, <http://www.pdkintl.org/kappan/k9911sti.htm> Student Confidence, and School Success" in the November 1999 issue of Phi Delta Kappan, http://www.pdkintl.org/kappan/k9911sti.htm I don't agree with all he says, but think it's a good place to start a discussion). What I am saying is we don't need a Bagrut to evaluate students. We should be able to trust ourselves. I know my teachers did. But a system of accountability is appropriate, and assessment has its place, especially when it adds to our knowledge of and ability to enhance the student's learning experience. As to literature and HOTS, it sometimes takes me hours to write what looks like a fairly simple letter in English. How on earth can we truly measure a Higher Order Thinking Skill - if my conception of one is correct - in an hour and a half, or even a three hour, test? Some people simply need to sit with a topic before they go to work on it. Literature is to be savored, read again, time taken to review and reread, allowing incorporation of our experiences and asking of questions. Wording is also to be taken into account. I remember spending an entire semester on The Great Gatsby in high school, and extended periods of time on other books. It can take a whole hour to learn a song, let alone get into its message and social context. Why should one necessarily limited test substitute for a whole year of teacher evaluation? And while I love literature and its use in the classroom, why is literature even our responsibility? I did literature in my native language. The skill set developed translates easily to any other language. It should be a part of a student's core curriculum before he comes to English class. If it is, it should not be a stretch for him to do a character analysis or compare and contrast essay in English, or even the title page of a project. So I say HOTS yes, Bagrut no, Literature great, but not our primary responsibility. The POWER OF ONE belongs to each one of us. It is for us to stand up for what is right and make it so. David R. Herz www.educatingisrael.com <http://www.educatingisrael.com/> Bet Rimon