[etni] Fwd: pro - log
- From: ETNI list <etni.list@xxxxxxxxx>
- To: Etni <etni@xxxxxxxxxxxxx>
- Date: Wed, 20 Oct 2010 09:52:47 +0200
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From: sharon tzur <sharontzu5@xxxxxxxxxx>
Subject: pro - log
Dear Friends:
I appeal to all of you who have reservations against the new lit
program NOT to fight to eliminate the option of Logs! first, it is an
option - no one has to do it, but some of us might choose to do it.
(Yes, the issue of pay still needs to be addressed.) To me, the most
critical issue is maintaining the teacher's freedom to choose his/her
lit texts, and this is not just a matter of personal preference; it is
a pedagogical issue. Literature must be chosen with a particular class
in mind. this is especially true in a country like ours, with so many
different types of populations. A text suitable for a secular coed
class might be a poor choice for a group of young women in a Haradi
school, etc. The national exam is always going to choose rather bland
literature for this very reason.
As for the problem of cheating, parents doing the log etc. - it is my
understanding that the summative assessment is (or at least can be)
and EXAM - and that part is given 80% weight. In my school, we are
planning to come up with a standardized format for such an exam - (one
for 4 points and one for 5 points) - including how many questions are
to be given of each type. These tests will actually be pretty much the
same as the type of lit exams we have always given.I have written to
Judy suggesting that such a standardized format for the summative
assessment be adopted for the entire country. (Actually, we can use
the written lit bagrut as a model of what the class exam should look
like).
The other 20% for each piece will be based on - 10% for a piece of
writing done in class, and 10% - anything else the teacher wishes to
include - homework, participation, attendance, a worksheet done in
class, etc.
If this is done, it should greatly alleviate the problems of kids not
doing their own work, and parental pressure for higher grades. (I find
that parents rarely argue with test results) - and I hope will prevent
the pressure that will inevitably be upon us to push three pointers to
four points by cutting corners on the log.
As to moving from four to five - that is a problem. I think we can try
to teach some pieces that are suitable for both 4 and 5. If a student
moves from 4 to 5, as long as that student has done an equivalent
piece of lit, then perhaps he/she can simply put a different piece
into his/her log. Perhaps a "bridging" exam - an exam on the same
piece but with some questions at a higher level - could be a
prerequisite for moving between from four to five.
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