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#592
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#593
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Chookie writes:
Of course there is. If I'm measuring medication or my child, I will put in some effort to get the amount right. But I don't measure the amount of pepper I put in a stew. You make things as good as they need to be. If homework is worth 5% of the final mark, you don't spend much time on it -- if it's 80%, you do. Fine, *if* the only purpose of doing the work is to get the marks. But with school homework, IMO, it shouldn't be! The purpose should be to assist learning, which is a good in itself. That means the student should put as much effort into the work as is needed to accomplish the learning goals. When I was at school, no homework counted in any way towards outside assessment (it was before coursework components in public examinations). It was still worth doing! At the university where I teach, students sometimes complain that the time they spend doing coursework is out of proportion to the credit - they spend less time on exam revision, but the exam is worth more. That's fine. The purpose of the coursework is mostly to help them absorb and master the material, and that mastery is then tested in the exam (and in whatever they use the subject for in future). I do agree with the general point that not everything has to be done well. Is "if a job's worth doing, it's worth doing badly" a Flyladyism? Certainly applies to housework if you ask me, and to many other things besides. The crucial thing which I think everyone should learn as early as possible is the habit of asking oneself, seriously, "why am I doing this?" If it's just "to get marks" fine, but work out how to get enough as easily as possbile. If it's "to help me understand X", know what X is and how it's supposed to be helping, and ask yourself whether it is. If it's "so I don't feel ashamed when visitors come" ask yourself whether the visitors will look under the sofa :-) Sidheag DS Colin Oct 27 2003 |
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