Credit where credit’s due

I was on the train on my way to Teachmeet yesterday when the news came through that our Scholarly Book Reviews had been marked and would soon be ready for collection. As I read Judy’s “examiner’s report” on the work of the cohort I started to worry that perhaps I hadn’t done as well as I thought. It was a nerve-racking few minutes battling intermittent connectivity (damn those tunnels) and navigating the not yet familiar EASTS facility before I found my result.

One of the things that has impressed me with this course is how well scaffolded and supported we are in preparing for and submitting assessment items. The rubric for the scholarly book review made things very clear and I don’t think anyone who read it carefully would be surprised at their result.┬áReading my essay with careful reference to the rubric I had decided that, as much as I might like a distinction, I would be happy with a credit.

But strangely, or not, I was (briefly) disappointed when I got what I knew I deserved. Guess I’m only human!

Today Bec Spink has posted her essay on her blog. As soon as I started reading it I understood why her work earned a distinction, the difference was obvious.

In recent years at my previous school there has been a strong focus on improving VCE results. The practices of teachers who consistently achieve results above expectation have been analysed and all VCE teachers have been trained and supported to change their practice, with some outstanding results. One of the strategies is to provide examples of excellent work for all assessment tasks. So perhaps the only thing we INF530 students lack for is predecessors who have shared their work like Bec has done. It’s the downside of being the first cohort in a new degree I guess.

So, if you want to see what a distinction looks like read Bec’s post. If you want to see what a credit looks like you can read mine. I’d love it if someone with a High Distinction would share theirs – is that you?