Marking Exam Papers Quotes

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Speak, breathe, prophesy, get behind a pulpit and preach, mark exam papers, run a company or a nonprofit, clean your kitchen, put paint on a canvas, organize, rabble-rouse, find transcendence in the laundry pile while you pray in obscurity, deliver babies for Haitian mothers in the midwifery clinic—work the Love out and in and around you however God has made you and placed you to do it. Just do it. Don’t let the lies fence you in or hold you back.
Sarah Bessey (Jesus Feminist: An Invitation to Revisit the Bible's View of Women)
Glancing at the paper, I see once again how much exams have changed these days. For example. Old Fashioned Question: ‘What is 5x3?’ (1 Mark) Modern question: ‘How would you feel if you were a number 5 and two new number 5s came to join you from somewhere else? Would you make friends with them, because they are the same as you, or would you feel that they were not as good as you because you had been here longer? Do you think other number 5s would treat them differently? Can you think of any similar situation in the world today?’ (25 Marks).
Frank Chalk (It's Your Time You're Wasting)
The modern educational system provides numerous other examples of reality bowing down to written records. When measuring the width of my desk, the yardstick I am using matters little. My desk remains the same width regardless of whether I say it is 200 centimetres or 78.74 inches. However, when bureaucracies measure people, the yardsticks they choose make all the difference. When schools began assessing people according to precise marks, the lives of millions of students and teachers changed dramatically. Marks are a relatively new invention. Hunter-gatherers were never marked for their achievements, and even thousands of years after the Agricultural Revolution, few educational establishments used precise marks. A medieval apprentice cobbler did not receive at the end of the year a piece of paper saying he has got an A on shoelaces but a C minus on buckles. An undergraduate in Shakespeare’s day left Oxford with one of only two possible results – with a degree, or without one. Nobody thought of giving one student a final mark of 74 and another student 88.6 Credit 1.24 24. A European map of Africa from the mid-nineteenth century. The Europeans knew very little about the African interior, which did not prevent them from dividing the continent and drawing its borders. Only the mass educational systems of the industrial age began using precise marks on a regular basis. Since both factories and government ministries became accustomed to thinking in the language of numbers, schools followed suit. They started to gauge the worth of each student according to his or her average mark, whereas the worth of each teacher and principal was judged according to the school’s overall average. Once bureaucrats adopted this yardstick, reality was transformed. Originally, schools were supposed to focus on enlightening and educating students, and marks were merely a means of measuring success. But naturally enough, schools soon began focusing on getting high marks. As every child, teacher and inspector knows, the skills required to get high marks in an exam are not the same as a true understanding of literature, biology or mathematics. Every child, teacher and inspector also knows that when forced to choose between the two, most schools will go for the marks.
Yuval Noah Harari (Homo Deus: A Brief History of Tomorrow)
I woke up every morning at six to study—because it was easier to focus in the mornings, before I was worn out from scrapping. Although I was still fearful of God’s wrath, I reasoned with myself that my passing the ACT was so unlikely, it would take an act of God. And if God acted, then surely my going to school was His will. The ACT was composed of four sections: math, English, science and reading. My math skills were improving but they were not strong. While I could answer most of the questions on the practice exam, I was slow, needing double or triple the allotted time. I lacked even a basic knowledge of grammar, though I was learning, beginning with nouns and moving on to prepositions and gerunds. Science was a mystery, perhaps because the only science book I’d ever read had had detachable pages for coloring. Of the four sections, reading was the only one about which I felt confident. BYU was a competitive school. I’d need a high score—a twenty-seven at least, which meant the top fifteen percent of my cohort. I was sixteen, had never taken an exam, and had only recently undertaken anything like a systematic education; still I registered for the test. It felt like throwing dice, like the roll was out of my hands. God would score the toss. I didn’t sleep the night before. My brain conjured so many scenes of disaster, it burned as if with a fever. At five I got out of bed, ate breakfast, and drove the forty miles to Utah State University. I was led into a white classroom with thirty other students, who took their seats and placed their pencils on their desks. A middle-aged woman handed out tests and strange pink sheets I’d never seen before. “Excuse me,” I said when she gave me mine. “What is this?” “It’s a bubble sheet. To mark your answers.” “How does it work?” I said. “It’s the same as any other bubble sheet.” She began to move away from me, visibly irritated, as if I were playing a prank. “I’ve never used one before.” She appraised me for a moment. “Fill in the bubble of the correct answer,” she said. “Blacken it completely. Understand?” The test began. I’d never sat at a desk for four hours in a room full of people. The noise was unbelievable, yet I seemed to be the only person who heard it, who couldn’t divert her attention from the rustle of turning pages and the scratch of pencils on paper. When it was over I suspected that I’d failed the math, and I was positive that I’d failed the science. My answers for the science portion couldn’t even be called guesses. They were random, just patterns of dots on that strange pink sheet. I drove home. I felt stupid, but more than stupid I felt ridiculous. Now that I’d seen the other students—watched them march into the classroom in neat rows, claim their seats and calmly fill in their answers, as if they were performing a practiced routine—it seemed absurd that I had thought I could score in the top fifteen percent. That was their world. I stepped into overalls and returned to mine.
Tara Westover (Educated)
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The origins of the Narnia stories lay, Lewis tells us, in his imagination. It all began with an image of a faun carrying an umbrella and parcels through a snowy wood. Lewis’s celebrated description of the creative process depicts it as unfolding from mental images, which were then consciously connected to form a consistent plot. There are obvious and important parallels with the origins of Tolkien’s novel The Hobbit. In a letter to W. H. Auden (1907–1973), Tolkien recalled being bored to death during the early 1930s marking school certificate exam papers (he needed the extra money), when for some inexplicable reason, an idea came into his head. “On a blank leaf I scrawled: ‘In a hole in the ground there lived a hobbit.’ I did not and do not know why.”[559] Yet Lewis did not really see himself as “creating” Narnia. As he once commented, “creation” is “an entirely misleading term.” Lewis preferred to think of human thought as “God-kindled,”[560] and the writing process as the rearrangement of elements that God has provided. The writer takes “things that lie to hand,” and puts them to new use. Like someone who plants a garden, the author is only one aspect of a “causal stream.”[561] As we shall see, Lewis drew extensively on “elements” he found in literature. His skill lay not in inventing these elements, but in the manner he wove them together to create the literary landmark that we know as the Chronicles of Narnia.
Alister E. McGrath (C. S. Lewis: A Life: Eccentric Genius, Reluctant Prophet)
A Sardarjee reported for his University final examination which consists of "yes/no" type questions. he takes his seat in the examination hall, stares at the question paper for five minutes, and then in a fit of inspiration takes his wallet out, removes a coin and starts tossing the coin and marking the answer sheet - Yes for Heads and No for Tails. Within half an hour he is all done whereas the rest of the class is sweating it out. During the last few minutes, he is seen desperately throwing the coin, swearing and sweating. The moderator, alarmed, approaches him and asks what is going on. "I finished the exam in half and hour. But, I am rechecking my answers
Sunny Kodwani (Jokes and SMS (Hindi) - New)
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