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GCSE modular

not encourage students to take Resit until they get the desired results? Two students discuss the pros and cons

This week, the Department of Education announced plans to abolish the GCSE modular exam Septemeber 2012, after the declaration of Michael Gove, is that the "culture of Resit" was encouraged "evil." Oliver Laughland brings together two 16-year-Arian Mirzaali Balmer and Rachel, who sat their GCSEs at Leeds Roundhay integral to hear what you think of this change.

Arian Mirzaali:

As an undergraduate modularity [sitting exams over two years] I did not like the way they spoke modular. Mr Gove has essentially said, "Oh, they seem less intelligent modular." This is the right way of thinking.

Rachel Balmer

But I can see where it comes from - exams modular courses to break into pieces and can return an unlimited number of times . In mathematics, for example, many people have taken a module and then a couple of months later, he Resat, and I think he was right.

AM:

Mathematics is a good idea to mention that you have a variety of topics. Data management, for example, was the first modular exam I sat down and had to have a deeper understanding of the subject rather than someone who does linear [when students are sitting all examinations at the end], because the paper made a whole hour, while those that do only a linear or two questions about it in your final exam. As a modular student you need to know more.

RB:

Some say that the modular examinations are used for students to obtain the best results. Perhaps schools are purposely not necessarily for their own rankings, but in order to get good grades, if possible.

AM:

But if you're going to abolish modular exams, not just schools that will lose, which will have a domino effect for Students will not be able to do in high school, then you can not go to college. I feel that the new system is that people want smart and rich to go to college. They are not open.

RB:.

Perhaps the problem lies in the schools, may need to support students who do not do it as well

AM:

course, but there is only so much you can do to a student who is at a disadvantage. When he reached the stage where you have given all I can and not be taken into account, there is nothing in the school or the government can do for them, outside of which are broken down into modules.

RB:

could also say that, with the module being trained to take an exam, rather than spend more time learning During today.

AM:

But it is helpful for disadvantaged students - opens things for people who can not handle stress at the end of the year or are not good for the sitting of examinations. There are a lot of pressure on the final exam, and I feel the people who are straight, but we must stress tests throughout the year. And no offense, but not necessarily want to remember the data management for the rest of my life - if I get the GCSE, it's like in two years, someone will ask you to draw a frequency diagram , Although I still remember how to do it now!

RB:

How can get stressed when

reviews

AM:

Well, I have Crohn's disease, which is triggered by stress. I found a lot less stressful exams modular linear. The doctors and my mother was afraid I would not be able to handle stress. But it is modular really helped me out of trouble. Because if I get sick and I was straight, would not have achieved my best. Module allows students to develop their full potential because they may feel in their ideal situation, when they are healthy.

RB:.

think different people function

AM:

Exactly. I prefer step by step because I can not handle the stress at the end of the year.

RB:.

I prefer to work my way and just get it all ended with

AM:.

The system we have in place today serves the needs of all

RB:

There are other ways to put rules in place, without abolishing the modular system, because if the abolition of the fully modular, standards will all fall in the proportion of success rate.

RB:

But sometimes I think the modules against the purpose of the tests a bit. In a review receive a note that shows their understanding of a subject throughout, instead of how many times they can go back and get an A *.