Dr. Brian Williams discusses how the result of a “leaving exam” at Oxford was to direct a student toward future-oriented tasks rather than proclaim a verdict like a judge, prompting the student to leave behind what has been judged. Would this kind of response to an exam help to combat the cram-test-forget cycle that so many students experience? How can you incorporate exam results that direct students toward future-oriented tasks?
Discuss how your grading system does or does not serve pedagogical ends, institutional ends, and transactional ends at your school or homeschool.
Discuss how your current grading system could possibly contribute toward curiositas, which is a moral vice of the appetite that misuses the intellect.
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