As usual, a pleasure to visit. It was great to get in touch with you at Howard’s live session. Thanks.

You touch a sore point in teaching, assessment, marks.
I believe it’s very difficult to assess students work, you never know if the one with an “A” learned something useful or just covered the marking scheme. I wish I had come across a student like yours, some of my students come to pass an exam not to learn English which is a sad case.

See you around. Besos. Maru

There’s been a lot of research on this subject. I quoted this in my blog post.

Creativity researcher Dean Keith Simonton points out: “To obtain high marks in school often requires a high degree of conformity to conventional ways of looking at the world and people.” People who get good grades are often fast learners of social cues. By contrast, smart people who get bad grades are listening to their inner voice, doing what they believe is interesting and right. Simonton observes that “one of the reasons creative talents often dislike school is that it can interfere with what they really want to know. When faced with the choice of reading a good book or studying for an exam, the extracurricular but still instructive diversion may win out.”

http://kyle.mathews2000.com/blog/2008/09/10/my-educational-philosophy

I have been a convenor in teacher’s recruitment and interview panel. What we are looking for are teachers who are passionate in teaching and learning, and are able to empower their learners in their learning journey.

Besides I would be looking for those who could facilitate learning using technologies if possible, in addition to great professional, communication and interpersonal skills at this digital age.

Many thanks for your sharing.
Cheers

I enjoyed both your posts about teachers and learners.

I do hope there are enough people in the education world that treat credentials as an indicator not the indicator of ability. I have not been involved in teacher interviews for a long time and hope that they can elicit Paul’s skills.

I lived through the BEd changes in the UK in the 1970s and lamented the difficulty natural pedagogues had in getting on to courses.

My post about education resonates (I think) with what you discuss here.

Keith