[etni] Fw: re: theory vs. practice (re: Oral Bagrut)

----- Original Message ----- 
From: Ruthi - rsheffer@xxxxxxxxx
Subject: Re: theory vs. practice (re: Oral Bagrut)

I agree with everything that has been said. Of course most of these problems 
arise from the subjective nature of the rubrics, and the same goes for the 
"written presentation" ie the composition - still hate that jargon.
How many mistakes are "a few" and what is meant by "occasional  errors"?
Ruth


Batya wrote:
> Hello Linda & Laurie,
Thanks for expressing your opinions about the Oral Bagrut.
> Linda, I certainly agree with you about the need for this exam -- in 
> theory;
the problem is the way the test is currently executed, however.  For one
thing, unless there is a way to reasonably ensure that testers are doing
what they're supposed to, the results are simply unfair.  In our school, for
instance, we've had testers who zip through the proceedure, paying little
heed to the rubrics when they jot down a grade.  Those who prefer to avoid
justifying themselves to disappointed teachers (an experience that Laurie
describes), give inflated grades.  Sometimes these are so unrealisic that
the students laugh (in glee, of course!) and mock the whole experience.
Other times, the testers who are in a hurry to leave mark too hastily and
harshly.
> There's also the case (thankfully not as common) of the overzealous tester
who leaves the students distraught.  This problem is exacerbated when a
school gets both kinds of examiners (the one who can't wait to make her
escape and the "toughie") for two parallel classes, and it has happened to
us more than once.
> Unfortunately, my experience (16 years) has been that there are at least 
> as
many testers who fit the descriptions above than there are those who attempt
to follow the Ministry's guidelines.
> Laurie, I sincerely appreciate all your efforts to improve the situation,
but you haven't changed my mind that too much time is spent on preparing for
the Orals.  My class is also run in English, but I still have to test each
student (usually between 25-30) for a magen (and some beg to be retested)!
So the required procedure necessitates a certain expenditure of time that
would be more beneficially used elsewhere.
> As I said, I realize we haven't come up with a viable alternative, but 
> does
that mean that we're doomed to accept an untenable situation?


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