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Assessment Forum

As most of you will have gathered by now, this year the Students Association is focusing a lot of attention on the problems of assessment within the university. However it still seems that a number of students do not realize the significance of the assessment programme with regard to their own courses of study, and this seems an appropriate time to explain the Salient facts.

1.)	You all have essays, assignments and term tests at some stage during the year. Have you ever thought on the purpose behind this work? If you were of the opinion that they were there to help you — you're wrong! terms tests and essays are a means of grading you and perpetuating the discriminatory class system. putting your name in a book with a mark beside it. nothing else. If terms tests and term work were there to help students, then for those that failed: — a.) they should be told why they failed. b.) what to do to pass next time. c.) be able to sit the same test, or essay again to improve their knowledge of the subject. But no — usually all you get is a mark 4/10, 37/100 etc. You are not told what went wrong. You're given no opportunity to improve the mark — in fact that mark is held against you recorded for life.
2.)	Tutorials. — most of you will also have to attend tutorials/seminars during the year. But for how many of you is this experience nerve racking, frustrating, embarrassing? You're put into a tut with a few other students — at one end of the room sits your tutor — watching, implying with every look and gesture that he/she is the boss — you're only a student. Even if your tutor actually is a really good guy, you'll never know — the whole situation is against you— unless, of course, you're the extrovert, happy go lucky- talk anywhere-anytime sort of person. Most of us are not.
3.)	Exams — everybody knows the hassle of exams, sweaty palms, butterfly in the guts, bags under the eyes, brain confused — generally fucked. But not only does the exam situation temporarily and sometimes permanently upset the digestive and emotional and mental state of students — it permanently ruins your life — if you fail. Unfair! — you're right.

These are just some of the things we want changed, and these changes will affect you hopefully for the better. So tell us help and always remember.

University for learning not ruining future.

— Rob Moore-Jones Education Officer.

This chap is suffering from "philosophers mouth disease" (the brain isn't connected to the mouth)

The problems facing students today are far greater and more diverse than is generally realised.

Not only are our personal funds strictly limited by bursary regulations, but the pinch is being felt by students in their very lectures.

Many who use the E006 lecture room will know that there is no chalk, only two lights out of six work at the front, and that the blackboard needs repainting.

Although extensive representations have been made by staff, it appears that in this case (among others) the situation has worsened to the degree that the lecturer of the Thursday chem. 101 classes has made a public appeal to his midday group of approx. 175 people for help.

"If you had a union," he said among other things, "You would be having this fixed on your own behalf."

But we do have a union. While the students association has not been called upon to perform in a militant manner for some time now it is becoming increasingly obvious to a growing number of people that action on these small and not so small matters is more and more becoming essential.

On the financial angle within the varsity we are all party to price rises from SASRAC to filled rolls, from the library cuts to departmental tightenings up. We all know what happens when money is made scarce in an educational institute, the students are the first to suffer, ironical though it may seem.

It may be seen therefore that the belt tightening is hitting us in many more ways than the public as a whole may realise.

What may not be so obvious are the ways in which monetry matters affect the hidden background to our varsity life.

Referred to of course are the matters of assessment, curriculae, and course direction among the many.

With the recent awakening of student thought on assessment, there have come a multitude of solutions to the numerous anomolies being found and pointed out by both students and staff alike.

But more surprising has come to the fore the view that many of the resources within the Varisty are not being harnessed to their ultimate benefit.

It is believed by people pursuing this line of thought that thereby lies the avenue to allow improvements.

As part of the Assessment Forum Programme '77 students from within the Varisty environment are contributing their personal ideas and thoughts towards a general solution. Many of these you have and will see in Salient, hear about from your Assessment reps, and come across at parties organised by your reps.

If you want to have any particular problem you are experiencing helped, that you think hasn't been looked at, don't hesitate to drop a line to Salient, and especially to talk it over with your Assessment Rep.

If you haven't got a representative, see your lecturer and arrange time for an election. If you experience some thing approaching the Munds outrage in 1st year Medieval History, then you would be advised to seek out Lindy Cassidy or Robert Moore-Jones.

Remember that students must help themselves, or not be helped at all, and that the approach must come from You.