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numbers Wrote:

-------------------------------------------------------

> I daren't look. I can barely complete the

> (algebra) homework belonging to my friend's 7yo.


I had to endure Algebra, Quadratic Equations, Simultaneous Equations at school and again

in Technical College.


WHY ???


In 40 years working in Telecommunications.. Systems Networking I never needed to use any of it.


Who does use it. ??


Foxed.

I did 1968 papers except for English language and Maths which I did in 1967. I failed English Literature in 1968 (what's the point of analysing fiction?)

Anyway, in answer to DulwichFox- that basic algebra mentioned above is just the foundations of higher algebra and that is the basis of computer graphics, computer-assisted tomography, mechanics e.g. projectiles; there are umpteen applications underpinning the technology we all take for granted these days.

There was no standard passmark in those days, it was done by percentages, so

you were competing against your fellow student. I heard a headmaster saying

recently that to do that now would not reward teachers/students, but is that

the point?


Why exactly do we grade ? what does society get out of grading students at school ?




BB100 Wrote:

-------------------------------------------------------

> You can't really compare 'hardness' of o'level to

> GCSE unless you know what the pass mark is for the

> papers.

Naaa both N and S have a really big city, but total sq mileage is much smaller in the N.

Simple maths equation really ;-)


Alan Medic Wrote:

-------------------------------------------------------

> Surely Geography No.2 Q.5 is more to do with

> history than geography.I like the English

> composition options. Quite a variety. Are exams

> anything like this now?

it always annoys me when people talk of A levels and GCSEs allegedly becoming easier. I found A levels ridiculously difficult, my first year at university was a breeze in comparison. i think more and more schools are now teaching directly from past exam papers rather than from a wider topic related approach, students are then bound to do well but at the expense of not really understanding the subject beyond an exam paper.

JohnL Wrote:

-------------------------------------------------------

> There was no standard passmark in those days, it

> was done by percentages, so

> you were competing against your fellow student.


xxxxxxx


I did O levels in 1965, and my recollection is that there were passmarks?


They were graded A B C D E (for passes), and I thought A was over 70% etc?


If not, surely grades would vary depending on the quality of the student cohort (is that the right word?) in a particular year in any particular subject?


I have a totally crap memory though so I may be completely wrong.

It always ended up as about 70% - but in our board (WJEC)

it definitely moved around.


Nobody really knew how it worked - but I was always told

they expected the same statistical distribution of marks

- and that depending where the 'peak' was they could adjust

the grade boundaries (assuming the exam was easier/harder and

students the same)


Edit: so,yes, if you got a good year - you were unlucky.



Sue Wrote:

-------------------------------------------------------

> JohnL Wrote:

> --------------------------------------------------

> -----

> > There was no standard passmark in those days,

> it

> > was done by percentages, so

> > you were competing against your fellow student.

>

>

> xxxxxxx

>

> I did O levels in 1965, and my recollection is

> that there were passmarks?

>

> They were graded A B C D E (for passes), and I

> thought A was over 70% etc?

>

> If not, surely grades would vary depending on the

> quality of the student cohort (is that the right

> word?) in a particular year in any particular

> subject?

>

> I have a totally crap memory though so I may be

> completely wrong.

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