#examinations — Public Fediverse posts

Invigilator Training?

I saw the above cartoon in the latest Private Eye and, with Repeat Examinations rapdily approaching I thought I’d share it here without permission.

Years ago, academic staff had to invigilate their own examinations. I had to do this in my first teaching job at Queen Mary and, later, at Nottingham, but more recently the job has generally been done by support staff rather than academics. I moved from Nottingham to Cardiff in 2007 and don’t think I ever had to invigilate examinations there, so I haven’t done it for almost twenty years. Nowadays we are just expected to be “on call” to deal with any queries that arise in the Exam Hall by phone.

The cartoon reminded me of one of the funniest April Fool jokes I can recall. I think it was when I was at Queen Mary, but it’s so long ago I can’t remember who was responsible. Anyway, whichever colleague it was sent an email to all academic staff passing on what appeared to be a message from the University Management stating that all staff would be required to attend a compulsory day-long invigilator training workshop, including a “role play” session (the mind boggles). This message managed to trigger a significant number of staff members who made use of the “ReplyAll” on their email to vent their outrage at such a waste of time. It was a good April Fool, because the idea of it was quite plausible. Most April Fools are far too obvious.

Anyway, I’m not sorry that I no longer have to perform the task of exam invigilation, as it was always one of my least favourite jobs, and not only because I don’t enjoy seeing people under stress. Initially I thought supervising an examination might allow me time to do something useful, but there always seemed to be some interruption, such as students wanting an extra answer book, or asking about some issue with the examination paper, or wanting to leave to go to the toilet, etc.

The most dramatic interruption I can remember was when a student who suffered from epilepsy had a seizure in the examination hall. Fortunately we invigilators had been briefed as to what to do in such an eventuality, namely to move the furniture so the student didn’t hurt themselves but otherwise not to intervene until they went to sleep – which usually happens after a minute or two. This was done about 15 minutes before the exam started, not in a day-long training session. We were told that such an episode was unlikely as the student was taking medicine to prevent them occurring. It was quite when it actually happened, but happily the student recovered quickly and was perfectly OK afterwards. Apparently he had been so busy preparing for the examination that day he had forgotten to take his medication in the morning.

Having given up on the idea of doing some other work during an examination, I used to take a few crosswords to do. These are good for passing the time because you can solve a few clues then pause to look around the hall. Other things I used to do included walking around counting the number of right-handed and left-handed students, for example, though I never did any detailed statistical analysis of the results.

The primary purpose of invigilation is to prevent cheating or other misbehaviour, and I only ever saw a few examples of that – most of them involving calculators with, e.g., graph-plotting facilities which are not allowed.

Anyway, I’m glad I no longer have to invigilate examinations, and that makes me all the more grateful for the people who do. Here in Maynooth there are three examinations per day during the Examination Period, with a brief period between to put out the next set of papers, which means a long day for those who do this job. Hats off to the staff of the Exams Office at Maynooth who carry out this thankless task three times a year!

Invigilator Training?

I saw the above cartoon in the latest Private Eye and, with Repeat Examinations rapdily approaching I thought I’d share it here without permission.

Years ago, academic staff had to invigilate their own examinations. I had to do this in my first teaching job at Queen Mary and, later, at Nottingham, but more recently the job has generally been done by support staff rather than academics. I moved from Nottingham to Cardiff in 2007 and don’t think I ever had to invigilate examinations there, so I haven’t done it for almost twenty years. Nowadays we are just expected to be “on call” to deal with any queries that arise in the Exam Hall by phone.

The cartoon reminded me of one of the funniest April Fool jokes I can recall. I think it was when I was at Queen Mary, but it’s so long ago I can’t remember who was responsible. Anyway, whichever colleague it was sent an email to all academic staff passing on what appeared to be a message from the University Management stating that all staff would be required to attend a compulsory day-long invigilator training workshop, including a “role play” session (the mind boggles). This message managed to trigger a significant number of staff members who made use of the “ReplyAll” on their email to vent their outrage at such a waste of time. It was a good April Fool, because the idea of it was quite plausible. Most April Fools are far too obvious.

Anyway, I’m not sorry that I no longer have to perform the task of exam invigilation, as it was always one of my least favourite jobs, and not only because I don’t enjoy seeing people under stress. Initially I thought supervising an examination might allow me time to do something useful, but there always seemed to be some interruption, such as students wanting an extra answer book, or asking about some issue with the examination paper, or wanting to leave to go to the toilet, etc.

The most dramatic interruption I can remember was when a student who suffered from epilepsy had a seizure in the examination hall. Fortunately we invigilators had been briefed as to what to do in such an eventuality, namely to move the furniture so the student didn’t hurt themselves but otherwise not to intervene until they went to sleep – which usually happens after a minute or two. This was done about 15 minutes before the exam started, not in a day-long training session. We were told that such an episode was unlikely as the student was taking medicine to prevent them occurring. It was quite when it actually happened, but happily the student recovered quickly and was perfectly OK afterwards. Apparently he had been so busy preparing for the examination that day he had forgotten to take his medication in the morning.

Having given up on the idea of doing some other work during an examination, I used to take a few crosswords to do. These are good for passing the time because you can solve a few clues then pause to look around the hall. Other things I used to do included walking around counting the number of right-handed and left-handed students, for example, though I never did any detailed statistical analysis of the results.

The primary purpose of invigilation is to prevent cheating or other misbehaviour, and I only ever saw a few examples of that – most of them involving calculators with, e.g., graph-plotting facilities which are not allowed.

Anyway, I’m glad I no longer have to invigilate examinations, and that makes me all the more grateful for the people who do. Here in Maynooth there are three examinations per day during the Examination Period, with a brief period between to put out the next set of papers, which means a long day for those who do this job. Hats off to the staff of the Exams Office at Maynooth who carry out this thankless task three times a year!

Invigilator Training?

I saw the above cartoon in the latest Private Eye and, with Repeat Examinations rapdily approaching I thought I’d share it here without permission.

Years ago, academic staff had to invigilate their own examinations. I had to do this in my first teaching job at Queen Mary and, later, at Nottingham, but more recently the job has generally been done by support staff rather than academics. I moved from Nottingham to Cardiff in 2007 and don’t think I ever had to invigilate examinations there, so I haven’t done it for almost twenty years. Nowadays we are just expected to be “on call” to deal with any queries that arise in the Exam Hall by phone.

The cartoon reminded me of one of the funniest April Fool jokes I can recall. I think it was when I was at Queen Mary, but it’s so long ago I can’t remember who was responsible. Anyway, whichever colleague it was sent an email to all academic staff passing on what appeared to be a message from the University Management stating that all staff would be required to attend a compulsory day-long invigilator training workshop, including a “role play” session (the mind boggles). This message managed to trigger a significant number of staff members who made use of the “ReplyAll” on their email to vent their outrage at such a waste of time. It was a good April Fool, because the idea of it was quite plausible. Most April Fools are far too obvious.

Anyway, I’m not sorry that I no longer have to perform the task of exam invigilation, as it was always one of my least favourite jobs, and not only because I don’t enjoy seeing people under stress. Initially I thought supervising an examination might allow me time to do something useful, but there always seemed to be some interruption, such as students wanting an extra answer book, or asking about some issue with the examination paper, or wanting to leave to go to the toilet, etc.

The most dramatic interruption I can remember was when a student who suffered from epilepsy had a seizure in the examination hall. Fortunately we invigilators had been briefed as to what to do in such an eventuality, namely to move the furniture so the student didn’t hurt themselves but otherwise not to intervene until they went to sleep – which usually happens after a minute or two. This was done about 15 minutes before the exam started, not in a day-long training session. We were told that such an episode was unlikely as the student was taking medicine to prevent them occurring. It was quite when it actually happened, but happily the student recovered quickly and was perfectly OK afterwards. Apparently he had been so busy preparing for the examination that day he had forgotten to take his medication in the morning.

Having given up on the idea of doing some other work during an examination, I used to take a few crosswords to do. These are good for passing the time because you can solve a few clues then pause to look around the hall. Other things I used to do included walking around counting the number of right-handed and left-handed students, for example, though I never did any detailed statistical analysis of the results.

The primary purpose of invigilation is to prevent cheating or other misbehaviour, and I only ever saw a few examples of that – most of them involving calculators with, e.g., graph-plotting facilities which are not allowed.

Anyway, I’m glad I no longer have to invigilate examinations, and that makes me all the more grateful for the people who do. Here in Maynooth there are three examinations per day during the Examination Period, with a brief period between to put out the next set of papers, which means a long day for those who do this job. Hats off to the staff of the Exams Office at Maynooth who carry out this thankless task three times a year!

Invigilator Training?

I saw the above cartoon in the latest Private Eye and, with Repeat Examinations rapdily approaching I thought I’d share it here without permission.

Years ago, academic staff had to invigilate their own examinations. I had to do this in my first teaching job at Queen Mary and, later, at Nottingham, but more recently the job has generally been done by support staff rather than academics. I moved from Nottingham to Cardiff in 2007 and don’t think I ever had to invigilate examinations there, so I haven’t done it for almost twenty years. Nowadays we are just expected to be “on call” to deal with any queries that arise in the Exam Hall by phone.

The cartoon reminded me of one of the funniest April Fool jokes I can recall. I think it was when I was at Queen Mary, but it’s so long ago I can’t remember who was responsible. Anyway, whichever colleague it was sent an email to all academic staff passing on what appeared to be a message from the University Management stating that all staff would be required to attend a compulsory day-long invigilator training workshop, including a “role play” session (the mind boggles). This message managed to trigger a significant number of staff members who made use of the “ReplyAll” on their email to vent their outrage at such a waste of time. It was a good April Fool, because the idea of it was quite plausible. Most April Fools are far too obvious.

Anyway, I’m not sorry that I no longer have to perform the task of exam invigilation, as it was always one of my least favourite jobs, and not only because I don’t enjoy seeing people under stress. Initially I thought supervising an examination might allow me time to do something useful, but there always seemed to be some interruption, such as students wanting an extra answer book, or asking about some issue with the examination paper, or wanting to leave to go to the toilet, etc.

The most dramatic interruption I can remember was when a student who suffered from epilepsy had a seizure in the examination hall. Fortunately we invigilators had been briefed as to what to do in such an eventuality, namely to move the furniture so the student didn’t hurt themselves but otherwise not to intervene until they went to sleep – which usually happens after a minute or two. This was done about 15 minutes before the exam started, not in a day-long training session. We were told that such an episode was unlikely as the student was taking medicine to prevent them occurring. It was quite when it actually happened, but happily the student recovered quickly and was perfectly OK afterwards. Apparently he had been so busy preparing for the examination that day he had forgotten to take his medication in the morning.

Having given up on the idea of doing some other work during an examination, I used to take a few crosswords to do. These are good for passing the time because you can solve a few clues then pause to look around the hall. Other things I used to do included walking around counting the number of right-handed and left-handed students, for example, though I never did any detailed statistical analysis of the results.

The primary purpose of invigilation is to prevent cheating or other misbehaviour, and I only ever saw a few examples of that – most of them involving calculators with, e.g., graph-plotting facilities which are not allowed.

Anyway, I’m glad I no longer have to invigilate examinations, and that makes me all the more grateful for the people who do. Here in Maynooth there are three examinations per day during the Examination Period, with a brief period between to put out the next set of papers, which means a long day for those who do this job. Hats off to the staff of the Exams Office at Maynooth who carry out this thankless task three times a year!

https://www.theguardian.com/world/2026/jun/12/video-visually-impaired-palestinian-boy-gaza-ayoub-junaid-crying-broken-glasses. "A #video of a seven-year-old #Palestinian #boy in #Gaza who suffers from a #severe #visual #impairment crying over his shattered #glasses has drawn widespread #attention across #social & #international #media. The footage of Ayoub Junaid has shone a light on the plight of the many #visually #impaired #children in Gaza who... have been unable to access #eye #examinations, #corrective #lenses or #specialist #ophthalmic #surgery."

https://www.theguardian.com/world/2026/jun/12/video-visually-impaired-palestinian-boy-gaza-ayoub-junaid-crying-broken-glasses. "A #video of a seven-year-old #Palestinian #boy in #Gaza who suffers from a #severe #visual #impairment crying over his shattered #glasses has drawn widespread #attention across #social & #international #media. The footage of Ayoub Junaid has shone a light on the plight of the many #visually #impaired #children in Gaza who... have been unable to access #eye #examinations, #corrective #lenses or #specialist #ophthalmic #surgery."

https://www.theguardian.com/world/2026/jun/12/video-visually-impaired-palestinian-boy-gaza-ayoub-junaid-crying-broken-glasses. "A #video of a seven-year-old #Palestinian #boy in #Gaza who suffers from a #severe #visual #impairment crying over his shattered #glasses has drawn widespread #attention across #social & #international #media. The footage of Ayoub Junaid has shone a light on the plight of the many #visually #impaired #children in Gaza who... have been unable to access #eye #examinations, #corrective #lenses or #specialist #ophthalmic #surgery."

https://www.theguardian.com/world/2026/jun/12/video-visually-impaired-palestinian-boy-gaza-ayoub-junaid-crying-broken-glasses. "A #video of a seven-year-old #Palestinian #boy in #Gaza who suffers from a #severe #visual #impairment crying over his shattered #glasses has drawn widespread #attention across #social & #international #media. The footage of Ayoub Junaid has shone a light on the plight of the many #visually #impaired #children in Gaza who... have been unable to access #eye #examinations, #corrective #lenses or #specialist #ophthalmic #surgery."

https://www.theguardian.com/world/2026/jun/12/video-visually-impaired-palestinian-boy-gaza-ayoub-junaid-crying-broken-glasses. "A #video of a seven-year-old #Palestinian #boy in #Gaza who suffers from a #severe #visual #impairment crying over his shattered #glasses has drawn widespread #attention across #social & #international #media. The footage of Ayoub Junaid has shone a light on the plight of the many #visually #impaired #children in Gaza who... have been unable to access #eye #examinations, #corrective #lenses or #specialist #ophthalmic #surgery."

Boards of Examinations

Over the last few days we have been having our annual meetings of the Board of Examiners in the Department of Physics at Maynooth. This process began last Friday with a preliminary meeting of those involved in the theoretical side of the Department, continued on Monday with another preliminary meeting for the experimentalists, continued yesterday with a final meeting with both sides of the house and a visit by two External Examiners, and ended this morning with a meeting I couldn’t attend with feedback. This is the first time since the Departments of Theoretical Physics and Experimental Physics merged that we have run the process like this. I think one of the primary purposes of the merger was to streamline the bureaucracy, but it seems to have had the opposite effect, with everything taking much longer. It was ever thus.

Still, at least I got a nice dinner with the Externals.

Since we have reached the end of the academic year, we looked yesterday at the final grades of those students who are completing their studies this year in order to consider the classification of their degrees. Another (pleasant) duty of our Examination Board was to award prizes for the best performance, not just for finalists but for students at every stage, including the first year. These will be announced in due course.

But that’s not quite the end of it – there is an overall University Examination Board that covers all courses in the University to formally bring an end to the examination process. It is not until after all the Boards have done their business that the students get their marks. If all goes to plan, students will receive their final marks onThursday 25th June, a couple of weeks from now.

In previous years this would have been followed by a Consultation Day on which:

Staff will be available in all Departments to discuss results with students. Students are entitled to see their examination scripts if they wish, these will be generally available on this day or at another mutually convenient time.

In its drive to scrap everything that could possibly be useful to students, however, Maynooth University has now ditched the formal Consultation Day. Well, you can’t expect a University running an €11M surplus to put any resources into processes for advising students can you?

If I had my way we would actually give all students their marked examination scripts back as a matter of routine. Obviously examination scripts have to go through a pretty strict quality assurance process involving the whole paraphernalia of examination boards (including External Examiners), so the scripts can’t be given back immediately but once that process is complete there doesn’t seem to me any reason why we shouldn’t give their work, together with any feedback written on it,  back to the students in its entirety. I have heard it argued that under the provisions of the Data Protection Act students have a legal right to see what’s written on the scripts – as that constitutes part of their student record – but I’m not making a legalistic point here. My point is purely educational, based on the benefit to the student’s learning experience, so this is unlikely to be adopted.

So that’s my internal examination duties here at Maynooth done and dusted. In a month or so I have to travel abroad to be an external examiner at another institution.

Boards of Examinations

Over the last few days we have been having our annual meetings of the Board of Examiners in the Department of Physics at Maynooth. This process began last Friday with a preliminary meeting of those involved in the theoretical side of the Department, continued on Monday with another preliminary meeting for the experimentalists, continued yesterday with a final meeting with both sides of the house and a visit by two External Examiners, and ended this morning with a meeting I couldn’t attend with feedback. This is the first time since the Departments of Theoretical Physics and Experimental Physics merged that we have run the process like this. I think one of the primary purposes of the merger was to streamline the bureaucracy, but it seems to have had the opposite effect, with everything taking much longer. It was ever thus.

Still, at least I got a nice dinner with the Externals.

Since we have reached the end of the academic year, we looked yesterday at the final grades of those students who are completing their studies this year in order to consider the classification of their degrees. Another (pleasant) duty of our Examination Board was to award prizes for the best performance, not just for finalists but for students at every stage, including the first year. These will be announced in due course.

But that’s not quite the end of it – there is an overall University Examination Board that covers all courses in the University to formally bring an end to the examination process. It is not until after all the Boards have done their business that the students get their marks. If all goes to plan, students will receive their final marks onThursday 25th June, a couple of weeks from now.

In previous years this would have been followed by a Consultation Day on which:

Staff will be available in all Departments to discuss results with students. Students are entitled to see their examination scripts if they wish, these will be generally available on this day or at another mutually convenient time.

In its drive to scrap everything that could possibly be useful to students, however, Maynooth University has now ditched the formal Consultation Day. Well, you can’t expect a University running an €11M surplus to put any resources into processes for advising students can you?

If I had my way we would actually give all students their marked examination scripts back as a matter of routine. Obviously examination scripts have to go through a pretty strict quality assurance process involving the whole paraphernalia of examination boards (including External Examiners), so the scripts can’t be given back immediately but once that process is complete there doesn’t seem to me any reason why we shouldn’t give their work, together with any feedback written on it,  back to the students in its entirety. I have heard it argued that under the provisions of the Data Protection Act students have a legal right to see what’s written on the scripts – as that constitutes part of their student record – but I’m not making a legalistic point here. My point is purely educational, based on the benefit to the student’s learning experience, so this is unlikely to be adopted.

So that’s my internal examination duties here at Maynooth done and dusted. In a month or so I have to travel abroad to be an external examiner at another institution.

Leaving Again

It is an important day for many young people in Ireland because the Junior Certificate and Leaving Certificate examinations both start today, so the first thing I need to do is wish everyone starting their examinations the very best of luck!

Among other things, the results of the leaving certificate examinations are important for September’s university admissions. In the system operating in England and Wales the standard qualification for entry is the GCE A-level. Most students take A-levels in three subjects, which gives them a relatively narrow focus although the range of subjects to choose from is rather large. In Ireland the standard qualification is the Leaving Certificate, which comprises a minimum of six subjects, with many students taking more than this. This gives students a broader range of knowledge at the sacrifice (perhaps) of a certain amount of depth; it has been decreed for entry into this system that an Irish Leaving Certificate subject counts as about 2/3 of an A-level subject for admissions purposes, so Irish students do the equivalent of at least four A-levels, and many do more than this. It’s also worth noting that all students have to take Mathematics at Leaving Certificate level. One can choose to do Leaving Certificate subjects at Ordinary or Higher level and there’s quite a big difference between the two, especially in Mathematics.

Overall I prefer the Leaving Certificate over the UK system of A-levels, partly the former gives the students a broader range of subjects than the latter. I would have liked to have been allowed to take at least one arts subject past O-level, for example. Another reason is that all students across the country take the same examination, so the difficulty or otherwise of the papers is a topic of national conversation. There will no doubt be many reactions in the media over the forthcoming days!

Anyway, tomorrow is a significant date for me (in more ways than one) so I’m up early this morning before heading off on a short journey to mark the occasion in style.

Leaving Again

It is an important day for many young people in Ireland because the Junior Certificate and Leaving Certificate examinations both start today, so the first thing I need to do is wish everyone starting their examinations the very best of luck!

Among other things, the results of the leaving certificate examinations are important for September’s university admissions. In the system operating in England and Wales the standard qualification for entry is the GCE A-level. Most students take A-levels in three subjects, which gives them a relatively narrow focus although the range of subjects to choose from is rather large. In Ireland the standard qualification is the Leaving Certificate, which comprises a minimum of six subjects, with many students taking more than this. This gives students a broader range of knowledge at the sacrifice (perhaps) of a certain amount of depth; it has been decreed for entry into this system that an Irish Leaving Certificate subject counts as about 2/3 of an A-level subject for admissions purposes, so Irish students do the equivalent of at least four A-levels, and many do more than this. It’s also worth noting that all students have to take Mathematics at Leaving Certificate level. One can choose to do Leaving Certificate subjects at Ordinary or Higher level and there’s quite a big difference between the two, especially in Mathematics.

Overall I prefer the Leaving Certificate over the UK system of A-levels, partly the former gives the students a broader range of subjects than the latter. I would have liked to have been allowed to take at least one arts subject past O-level, for example. Another reason is that all students across the country take the same examination, so the difficulty or otherwise of the papers is a topic of national conversation. There will no doubt be many reactions in the media over the forthcoming days!

Anyway, tomorrow is a significant date for me (in more ways than one) so I’m up early this morning before heading off on a short journey to mark the occasion in style.

On My Knees

It has taken a bit longer that I expected to get this far but I have now completed the grading of one of my modules. It wasn’t the written examination that took all the time, but the marking of the computational physics projects. This is always a slow job but for some reason it took even longer this year. Anyway, all components of the assessment for that module are now done and dusted and everything uploaded.

To add to the fun and games, last week I did the biannual trip to Naas for my anti-arthritis injections. I’ve been doing this regularly for some years now and it has become routine. When I first started I was told that there was a risk of one or both knees swelling up, but that has never happened. Until last week, that is. My right knee decided to swell up alarmingly. Although this was not really painful, I was forced to stay at home to rest and periodically apply a bag of ice. That worked well enough that I could go to last Friday’s concert (with the aid of a walking-stick) but it wasn’t until Sunday that I was properly recovered.

The alarm having passed I am now starting to feel the benefit of the jabs. I am planning sometime soon to walk from Maynooth to Dublin along the Royal Canal, that being the last leg of the National Famine Way. I want to be sure I can manage the 27km walk before attempting to do the full walk later in the summer. The weather is set fair for a few days so I might give it a go next week, assuming I manage to finish all my examining duties promptly. It’s the season finale at the National Concert Hall next Friday – followed by a long weekend break when I will be travelling a little, so I might try to do it on Thursday.

My next examination is not until Tuesday morning so, after several days of being shut away doing corrections, I can now spend a few days until the scripts are ready to collect doing numerous things that I’ve let slip while I’ve been busy. For one thing I have an inbox full of unanswered emails to attend to.

But for now I’m quite tired and in the mood only to vegetate.

On My Knees

It has taken a bit longer that I expected to get this far but I have now completed the grading of one of my modules. It wasn’t the written examination that took all the time, but the marking of the computational physics projects. This is always a slow job but for some reason it took even longer this year. Anyway, all components of the assessment for that module are now done and dusted and everything uploaded.

To add to the fun and games, last week I did the biannual trip to Naas for my anti-arthritis injections. I’ve been doing this regularly for some years now and it has become routine. When I first started I was told that there was a risk of one or both knees swelling up, but that has never happened. Until last week, that is. My right knee decided to swell up alarmingly. Although this was not really painful, I was forced to stay at home to rest and periodically apply a bag of ice. That worked well enough that I could go to last Friday’s concert (with the aid of a walking-stick) but it wasn’t until Sunday that I was properly recovered.

The alarm having passed I am now starting to feel the benefit of the jabs. I am planning sometime soon to walk from Maynooth to Dublin along the Royal Canal, that being the last leg of the National Famine Way. I want to be sure I can manage the 27km walk before attempting to do the full walk later in the summer. The weather is set fair for a few days so I might give it a go next week, assuming I manage to finish all my examining duties promptly. It’s the season finale at the National Concert Hall next Friday – followed by a long weekend break when I will be travelling a little, so I might try to do it on Thursday.

My next examination is not until Tuesday morning so, after several days of being shut away doing corrections, I can now spend a few days until the scripts are ready to collect doing numerous things that I’ve let slip while I’ve been busy. For one thing I have an inbox full of unanswered emails to attend to.

But for now I’m quite tired and in the mood only to vegetate.

https://www.europesays.com/dk/88765/ Denmark to autopsy ‘Timmy’ the whale #Anholt #autopsy #BalticCoast #Copenhagen #DanishIsland #Danmark #DeathThreats #Denmark #EnvironmentalProtectionAgency #examinations #Germany #Grenaa #HumpbackWhale #LargerWhales #MediaFrenzy #MuseumCollections #NorthSea #Police #rescuers #researchers #SampleCollection #sandbank #scientists #strandings #Timmy #veterinarians #WealthyEntrepreneurs

That Scottish Higher Maths Paper 1…

Talking of Examinations, I saw an article on the BBC website about a recent Higher Maths paper in Scotland which has generated complaints and a petition because it was allegedly unfair. The introduction to the petition states:

This is not a complaint that the paper was too hard. Students expect to be challenged. The problem is that the 2026 Higher Maths Paper 1 used language and phrasing that was confusing, ambiguous, and inconsistent with every past paper students had revised from. Questions were not simply difficult — they were worded in ways that made it genuinely unclear what was being asked.

Past SQA Higher Maths papers have followed a recognisable style: clear command words, standard notation, and questions that test understanding rather than the ability to decode unusual phrasing. The 2026 Paper 1 departed from this in ways that penalised well-prepared students simply because the wording did not match the conventions they had been taught to expect.

Numerous other news outlets have covered the story too. It is frustrating that most of the pieces focus on what people said about the paper but don’t actually include a link to the paper itself, making it impossible to make your own mind up.

So you can make your own mind up here is a scan of the actual paper (obtained from here):

Bear in mind that the Scottish examination system is not the same as in England & Wales – the “Highers” are not as advanced as A-levels and are more similar to the Irish Leaving Certificate.

My opinion, for what it’s worth having neither taught nor studied in the Scottish system, is that there is nothing out of the ordinary with this paper. There is a lot to do in just 75 minutes – for 12 questions that’s just over 6 minutes a question. I don’t like examinations that are speed tests.

That said, the questions look well structured and the “command words” are without exception on the list here. Some questions are easy and others harder: I think Question 12 is the most difficult, but I think that’s intentional – to stretch the stronger students. The only thing I would quibble with is the wording of 11(a) (ii):

The second sentence is redundant. How can one possibly “explain why” without giving “a reason”? The reason is basically that the quadratic remaining after you have taken out the factor (x+2) does not factorize.

I looked at the 2025 Paper 1 and it seems a similar level, though the questions are phrased in a terser fashion. Here it is for reference:

There may well be context that I’m missing, however, so I’d welcome comments on the diffculty and/or fairness through the box below.

That Scottish Higher Maths Paper 1…

Talking of Examinations, I saw an article on the BBC website about a recent Higher Maths paper in Scotland which has generated complaints and a petition because it was allegedly unfair. The introduction to the petition states:

This is not a complaint that the paper was too hard. Students expect to be challenged. The problem is that the 2026 Higher Maths Paper 1 used language and phrasing that was confusing, ambiguous, and inconsistent with every past paper students had revised from. Questions were not simply difficult — they were worded in ways that made it genuinely unclear what was being asked.

Past SQA Higher Maths papers have followed a recognisable style: clear command words, standard notation, and questions that test understanding rather than the ability to decode unusual phrasing. The 2026 Paper 1 departed from this in ways that penalised well-prepared students simply because the wording did not match the conventions they had been taught to expect.

Numerous other news outlets have covered the story too. It is frustrating that most of the pieces focus on what people said about the paper but don’t actually include a link to the paper itself, making it impossible to make your own mind up.

So you can make your own mind up here is a scan of the actual paper (obtained from here):

Bear in mind that the Scottish examination system is not the same as in England & Wales – the “Highers” are not as advanced as A-levels and are more similar to the Irish Leaving Certificate.

My opinion, for what it’s worth having neither taught nor studied in the Scottish system, is that there is nothing out of the ordinary with this paper. There is a lot to do in just 75 minutes – for 12 questions that’s just over 6 minutes a question. I don’t like examinations that are speed tests.

That said, the questions look well structured and the “command words” are without exception on the list here. Some questions are easy and others harder: I think Question 12 is the most difficult, but I think that’s intentional – to stretch the stronger students. The only thing I would quibble with is the wording of 11(a) (ii):

The second sentence is redundant. How can one possibly “explain why” without giving “a reason”? The reason is basically that the quadratic remaining after you have taken out the factor (x+2) does not factorize.

I looked at the 2025 Paper 1 and it seems a similar level, though the questions are phrased in a terser fashion. Here it is for reference:

There may well be context that I’m missing, however, so I’d welcome comments on the diffculty and/or fairness through the box below.

That Scottish Higher Maths Paper 1…

Talking of Examinations, I saw an article on the BBC website about a recent Higher Maths paper in Scotland which has generated complaints and a petition because it was allegedly unfair. The introduction to the petition states:

This is not a complaint that the paper was too hard. Students expect to be challenged. The problem is that the 2026 Higher Maths Paper 1 used language and phrasing that was confusing, ambiguous, and inconsistent with every past paper students had revised from. Questions were not simply difficult — they were worded in ways that made it genuinely unclear what was being asked.

Past SQA Higher Maths papers have followed a recognisable style: clear command words, standard notation, and questions that test understanding rather than the ability to decode unusual phrasing. The 2026 Paper 1 departed from this in ways that penalised well-prepared students simply because the wording did not match the conventions they had been taught to expect.

Numerous other news outlets have covered the story too. It is frustrating that most of the pieces focus on what people said about the paper but don’t actually include a link to the paper itself, making it impossible to make your own mind up.

So you can make your own mind up here is a scan of the actual paper (obtained from here):

Bear in mind that the Scottish examination system is not the same as in England & Wales – the “Highers” are not as advanced as A-levels and are more similar to the Irish Leaving Certificate.

My opinion, for what it’s worth having neither taught nor studied in the Scottish system, is that there is nothing out of the ordinary with this paper. There is quite a lot to do, but the questions look well structured and the “command words” are without exception on the list here. Some questions are easy and others harder: I think Question 12 is the most difficult, but I think that’s intentional – to stretch the stronger students. The only thing I would quibble with is the wording of 11(a) (ii):

The second sentence is redundant. How can one possibly “explain why” without giving “a reason”? The quadratic remaining after you have taken out the factor (x+2) does not factorize.

I looked at the 2025 paper 1 and it seems a similar level, though the questions are phrased in a terser fashion. Here it is for reference:

There may well be context that I’m missing, however, so I’d welcome comments on the diffculty and/or fairness through the box below.

That Scottish Higher Maths Paper 1…

Talking of Examinations, I saw an article on the BBC website about a recent Higher Maths paper in Scotland which has generated complaints and a petition because it was allegedly unfair. The introduction to the petition states:

This is not a complaint that the paper was too hard. Students expect to be challenged. The problem is that the 2026 Higher Maths Paper 1 used language and phrasing that was confusing, ambiguous, and inconsistent with every past paper students had revised from. Questions were not simply difficult — they were worded in ways that made it genuinely unclear what was being asked.

Past SQA Higher Maths papers have followed a recognisable style: clear command words, standard notation, and questions that test understanding rather than the ability to decode unusual phrasing. The 2026 Paper 1 departed from this in ways that penalised well-prepared students simply because the wording did not match the conventions they had been taught to expect.

Numerous other news outlets have covered the story too. It is frustrating that most of the pieces focus on what people said about the paper but don’t actually include a link to the paper itself, making it impossible to make your own mind up.

So you can make your own mind up here is a scan of the actual paper (obtained from here):

Bear in mind that the Scottish examination system is not the same as in England & Wales – the “Highers” are not as advanced as A-levels and are more similar to the Irish Leaving Certificate.

My opinion, for what it’s worth having neither taught nor studied in the Scottish system, is that there is nothing out of the ordinary with this paper. There is a lot to do in just 75 minutes – for 12 questions that’s just over 6 minutes a question. I don’t like examinations that are speed tests.

That said, the questions look well structured and the “command words” are without exception on the list here. Some questions are easy and others harder: I think Question 12 is the most difficult, but I think that’s intentional – to stretch the stronger students. The only thing I would quibble with is the wording of 11(a) (ii):

The second sentence is redundant. How can one possibly “explain why” without giving “a reason”? The reason is basically that the quadratic remaining after you have taken out the factor (x+2) does not factorize.

I looked at the 2025 Paper 1 and it seems a similar level, though the questions are phrased in a terser fashion. Here it is for reference:

There may well be context that I’m missing, however, so I’d welcome comments on the diffculty and/or fairness through the box below.

That Scottish Higher Maths Paper 1…

Talking of Examinations, I saw an article on the BBC website about a recent Higher Maths paper in Scotland which has generated complaints and a petition because it was allegedly unfair. The introduction to the petition states:

This is not a complaint that the paper was too hard. Students expect to be challenged. The problem is that the 2026 Higher Maths Paper 1 used language and phrasing that was confusing, ambiguous, and inconsistent with every past paper students had revised from. Questions were not simply difficult — they were worded in ways that made it genuinely unclear what was being asked.

Past SQA Higher Maths papers have followed a recognisable style: clear command words, standard notation, and questions that test understanding rather than the ability to decode unusual phrasing. The 2026 Paper 1 departed from this in ways that penalised well-prepared students simply because the wording did not match the conventions they had been taught to expect.

Numerous other news outlets have covered the story too. It is frustrating that most of the pieces focus on what people said about the paper but don’t actually include a link to the paper itself, making it impossible to make your own mind up.

So you can make your own mind up here is a scan of the actual paper (obtained from here):

Bear in mind that the Scottish examination system is not the same as in England & Wales – the “Highers” are not as advanced as A-levels and are more similar to the Irish Leaving Certificate.

My opinion, for what it’s worth having neither taught nor studied in the Scottish system, is that there is nothing out of the ordinary with this paper. There is quite a lot to do, but the questions look well structured and the “command words” are without exception on the list here. Some questions are easy and others harder: I think Question 12 is the most difficult, but I think that’s intentional – to stretch the stronger students. The only thing I would quibble with is the wording of 11(a) (ii):

The second sentence is redundant. How can one possibly “explain why” without giving “a reason”? The quadratic remaining after you have taken out the factor (x+2) does not factorize.

I looked at the 2025 paper 1 and it seems a similar level, though the questions are phrased in a terser fashion. Here it is for reference:

There may well be context that I’m missing, however, so I’d welcome comments on the diffculty and/or fairness through the box below.

After Lectures but before Examinations

This morning I did my last teaching session of the Academic Year 2025-6, an informal revision lecture/tutorial on Computational Physics. It was optional, for the students, as this is officially a study break, and was at 9am, and only a handful of students showed up, but I hope those that did found it useful. As is often the case with optional sessions, I think the students who came were the keenest and probably therefore those who least needed last-minute tips for the examination, but that’s always the way.

In the past such revision classes have been routine, at least for me, but for some reason the University has taken to locking most of the teaching rooms during the study break. This causes huge problems finding a space to do revision sessions. I really don’t understand this. There are constant complaints from students about the lack of study space, and the response from the University is that right before the examinations they lock dozens of empty rooms.

Anyway, the Examination Period starts tomorrow morning, Friday15th, but most of the students who turned up this morning have their first examination on Tuesday 19th May (which happens to be Computational Physics).

take the opportunity to wish all students the best for their examinations:

You shouldn’t really be relying on luck of course, so here are some tips (especially for physics students, but applicable elsewhere).

1. Try to get a good night’s sleep before the examination and arrive in plenty of time before the start. Spending all night cramming is unlikely to help you do well.
2. Prepare well in advance so you’re relaxed when the time comes.
3. Read the entire paper before starting to answer any questions. In particular, make sure you are aware of any supplementary information, formulae, etc, given in the rubric or at the end. You can always ask for log tables if there’s something you can’t remember.
4. Start off by tackling the question you are most confident about answering, even if it’s not Question 1. This will help settle any nerves. You’re under no obligation to answer the questions in the order they are asked.
5. Don’t rush! Students often lose marks by making careless errors. In particular, check all your working out, including numerical results obtained your calculator, at least twice
6. Please remember the UNITS!
7. Don’t panic! You’re not expected to answer everything perfectly. A first-class mark is anything over 70%, so don’t worry if there are bits you can’t do. If you get stuck on a part of a question, don’t waste too much time on it (especially if it’s just a few marks). Just leave it and move on. You can always come back to it later.

After Lectures but before Examinations

This morning I did my last teaching session of the Academic Year 2025-6, an informal revision lecture/tutorial on Computational Physics. It was optional, for the students, as this is officially a study break, and was at 9am, and only a handful of students showed up, but I hope those that did found it useful. As is often the case with optional sessions, I think the students who came were the keenest and probably therefore those who least needed last-minute tips for the examination, but that’s always the way.

In the past such revision classes have been routine, at least for me, but for some reason the University has taken to locking most of the teaching rooms during the study break. This causes huge problems finding a space to do revision sessions. I really don’t understand this. There are constant complaints from students about the lack of study space, and the response from the University is that right before the examinations they lock dozens of empty rooms.

Anyway, the Examination Period starts tomorrow morning, Friday15th, but most of the students who turned up this morning have their first examination on Tuesday 19th May (which happens to be Computational Physics).

take the opportunity to wish all students the best for their examinations:

You shouldn’t really be relying on luck of course, so here are some tips (especially for physics students, but applicable elsewhere).

1. Try to get a good night’s sleep before the examination and arrive in plenty of time before the start. Spending all night cramming is unlikely to help you do well.
2. Prepare well in advance so you’re relaxed when the time comes.
3. Read the entire paper before starting to answer any questions. In particular, make sure you are aware of any supplementary information, formulae, etc, given in the rubric or at the end. You can always ask for log tables if there’s something you can’t remember.
4. Start off by tackling the question you are most confident about answering, even if it’s not Question 1. This will help settle any nerves. You’re under no obligation to answer the questions in the order they are asked.
5. Don’t rush! Students often lose marks by making careless errors. In particular, check all your working out, including numerical results obtained your calculator, at least twice
6. Please remember the UNITS!
7. Don’t panic! You’re not expected to answer everything perfectly. A first-class mark is anything over 70%, so don’t worry if there are bits you can’t do. If you get stuck on a part of a question, don’t waste too much time on it (especially if it’s just a few marks). Just leave it and move on. You can always come back to it later.

Marking Over

Well, that wasn’t too painful. I’ve completed my marking duties. The fact that it has been pouring with rain most of the day made it easy to concentrate on this task. I was going to have a break for lunch, but I decided to keep on going until I was finished, though I did have to take a break for a telecon this afternoon. I also had to dash out to the shops, primarily to replenish my stock of food for the garden birds but also to get some groceries for myself. Having skipped lunch I bought myself something nice for supper.

Looking at the departmental database I see that I appear to be the first member of staff to have finished and uploaded all their Semester 1 examination marking. Normally I’m just happy if I’m not the last!

It feels good to have finished this task. It’s definitely a weight off my mind. I wouldn’t want to leave any loose ends when Trumpageddon comes.

I can’t say anything about the results of course but the change I made to continuous assessment, from take-home assignments to class tests, does not seem to have had a negative effect on either group of students I have been teaching. The opposite may indeed have been the case, as the class tests perhaps provide better preparation for the final assessment than the previous method. I think some other lecturers might make a similar switch in future. Anyway, I definitely plan to do something similar for my Semester 2 module on Particle Physics.

Now I have a couple of weeks before teaching resumes so I can get on with other things. For the rest of this week my priority is to finish revising a paper that I hoped to do before Christmas. I’ll see how that goes before deciding what to do next.

I’ll also have to prepare teaching for Semester 2. That shouldn’t be too difficult, as I’ve taught both modules before, but I do have to give some thought as to precisely how I’m going to word the instructions on the use of AI for my Computational Physics module. That can wait a little while, though, as it mainly affects the mini-project to be done towards the end of the Semester. In the meantime I’ll be thinking about other things…

#assessment #Examinations #GenAI #Marking #teaching

Marking Over

Well, that wasn’t too painful. I’ve completed my marking duties. The fact that it has been pouring with rain most of the day made it easy to concentrate on this task. I was going to have a break for lunch, but I decided to keep on going until I was finished, though I did have to take a break for a telecon this afternoon. I also had to dash out to the shops, primarily to replenish my stock of food for the garden birds but also to get some groceries for myself. Having skipped lunch I bought myself something nice for supper.

Looking at the departmental database I see that I appear to be the first member of staff to have finished and uploaded all their Semester 1 examination marking. Normally I’m just happy if I’m not the last!

It feels good to have finished this task. It’s definitely a weight off my mind. I can’t say anything about the results of course but the change I made to continuous assessment, from take-home assignments to class tests, does not seem to have had a negative effect on either group of students I have been teaching. The opposite may indeed have been the case, as the class tests perhaps provide better preparation for the final assessment than the previous method. I think some other lecturers might make a similar switch in future. Anyway, I definitely plan to do something similar for my Semester 2 module on Particle Physics.

Now I have a couple of weeks before teaching resumes so I can get on with other things. For the rest of this week my priority is to finish revising a paper that I hoped to do before Christmas. I’ll see how that goes before deciding what to do next.

I’ll also have to prepare teaching for Semester 2. That shouldn’t be too difficult, as I’ve taught both modules before, but I do have to give some thought as to precisely how I’m going to word the instructions on the use of AI for my Computational Physics module. That can wait a little while, though, as it mainly affects the mini-project to be done towards the end of the Semester. In the meantime I’ll be thinking about other things…

#assessment #Examinations #GenAI #Marking #teaching

Marking Progress

The last day of a week dominated by examination marking found me briefly back on campus to return the batch of scripts I have finished corrrecting and collect the next set (which, happily, is much smaller):

There are 14 scripts in the pile for my second paper, for my 4th year Mathematical Physics module on Differential Equations and Complex Analysis, around one-third of those for my Engineering Mathematics module Differentiaol Equations and Transform Methods. Based on the total number of examinations I have to mark I am therefore now 50% complete, but based on the number of scripts I’m about 75% through. I should be able to finish the latest batch in a day, but there’s no desperate rush so I’ll do them on Monday. I’m not going to start them now as I am off a concert – my first of 2026 – this evening and I prefer not to work at weekends unless I absolutely have to.

I finished the first set of marking yesterday, and spent most of this morning uploading and checking the scores and the conflation of exam marks with coursework scores. Satisfied that all is OK, I returned the scripts to the office for storage until our Examination Board meeting in about 10 days. I wasn’t on campus long, but there was a fire alarm in the Science Building while I was there. As usual, it turned out to be a false alarm.

Anyway, I should be finished with examination matters by Monday evening, which gives me four days next week to get on with other things. I’m looking forward to the change.

#Correcting #DifferentialEquationsAndComplexAnalysis #Examinations #Marking

Marking Progress

The last day of a week dominated by examination marking found me briefly back on campus to return the batch of scripts I have finished corrrecting and collect the next set (which, happily, is much smaller):

There are 14 scripts in the pile for my second paper, for my 4th year Mathematical Physics module on Differential Equations and Complex Analysis, around one-third of those for my Engineering Mathematics module Differentiaol Equations and Transform Methods. Based on the total number of examinations I have to mark I am therefore now 50% complete, but based on the number of scripts I’m about 75% through. I should be able to finish the latest batch in a day, but there’s no desperate rush so I’ll do them on Monday. I’m not going to start them now as I am off a concert – my first of 2026 – this evening and I prefer not to work at weekends unless I absolutely have to.

I finished the first set of marking yesterday, and spent most of this morning uploading and checking the scores and the conflation of exam marks with coursework scores. Satisfied that all is OK, I returned the scripts to the office for storage until our Examination Board meeting in about 10 days. I wasn’t on campus long, but there was a fire alarm in the Science Building while I was there. As usual, it turned out to be a false alarm.

Anyway, I should be finished with examination matters by Monday evening, which gives me four days next week to get on with other things. I’m looking forward to the change.

#Correcting #DifferentialEquationsAndComplexAnalysis #Examinations #Marking

The Exam Room – Cyril E. Power

The Exam Room by Cyril E. Power (c. 1934, linocut, 26.6 x 38.2 cm, Metropolitan Museum of Art, New York; not on display)

#Art #CyrilEPower #Examinations #Linocut #TheMet

The Exam Room – Cyril E. Power

The Exam Room by Cyril E. Power (c. 1934, linocut, 26.6 x 38.2 cm, Metropolitan Museum of Art, New York; not on display)

#Art #CyrilEPower #Examinations #Linocut #TheMet

Marking Time Once More

Lecturers at Maynooth University are supposed to be available on the telephone to deal with queries from students concerning their examinations. And so it came to pass that yesterday I was “on call”. Since I live in Maynooth, I decided to come into campus in case of a query so I could go to the examination venue l to deal with it if required. In the event, however, the examination passed off without incident and nobody called.

I wasn’t twiddling my thumbs all morning though. It seemed a good opportunity to go through the accumulated coursework for this module, applying various exemptions for medical or other reasons, so that when I’ve marked the scripts I can immediately combine the results with the CA component.

The examination venue, incidentally, was not on campus but in the Glenroyal Hotel in Maynooth. The Sports Hall on campus is usually one of the places for examinations to be sat, but it is not available this year due to refurbishment. The other day I was in one of the shops in the shopping centre next to the hotel and there were some complaints about the lack of available car parking spaces owing to so many students parking there for their exams. Anyway, the exam scripts found their way to my office this morning and here I am again, back home with a stack of an examination scripts to mark. The picture shows about 40 papers from my module on Differential Equations and Transform Methods. I want to get them out of the way as quickly as possible as I have another paper coming up on Thursday and have a lot of other things to do before term starts at the beginning of February. All the usual displacement activities having been exahusted, I’ve already made a start. With a bit of luck I’ll complete this task by Thursday.

I’ve often discussed the process of marking examinations with my colleagues and they all have different techniques. What I do is mark one question at a time rather than one script at a time. What I mean by that is that I go through every script marking all the attempts at Question 1, then I start again and do Question 2, etc. I find that this is much quicker and more efficient than marking all the questions in each script then moving onto the next script. The reason for this is that I can upload into my mind the model answer for Question 1 so that it stays there while I mark dozens of attempts at it so I don’t have to keep referring to the marking scheme. Other advantages are that it’s easier to be consistent in giving partial credit when you’re doing the same question over and over again, and that also you spot what the common mistakes are more easily.

Anyway, I’ve decided to take a break for today. I’ll start again tomorrow.

#Correcting #Examinations #Marking #MaynoothUniversity #Scripts

Marking Time Once More

Lecturers at Maynooth University are supposed to be available on the telephone to deal with queries from students concerning their examinations. And so it came to pass that yesterday I was “on call”. Since I live in Maynooth, I decided to come into campus in case of a query so I could go to the examination venue l to deal with it if required. In the event, however, the examination passed off without incident and nobody called.

I wasn’t twiddling my thumbs all morning though. It seemed a good opportunity to go through the accumulated coursework for this module, applying various exemptions for medical or other reasons, so that when I’ve marked the scripts I can immediately combine the results with the CA component.

The examination venue, incidentally, was not on campus but in the Glenroyal Hotel in Maynooth. The Sports Hall on campus is usually one of the places for examinations to be sat, but it is not available this year due to refurbishment. The other day I was in one of the shops in the shopping centre next to the hotel and there were some complaints about the lack of available car parking spaces owing to so many students parking there for their exams. Anyway, the exam scripts found their way to my office this morning and here I am again, back home with a stack of an examination scripts to mark. The picture shows about 40 papers from my module on Differential Equations and Transform Methods. I want to get them out of the way as quickly as possible as I have another paper coming up on Thursday and have a lot of other things to do before term starts at the beginning of February. All the usual displacement activities having been exahusted, I’ve already made a start. With a bit of luck I’ll complete this task by Thursday.

I’ve often discussed the process of marking examinations with my colleagues and they all have different techniques. What I do is mark one question at a time rather than one script at a time. What I mean by that is that I go through every script marking all the attempts at Question 1, then I start again and do Question 2, etc. I find that this is much quicker and more efficient than marking all the questions in each script then moving onto the next script. The reason for this is that I can upload into my mind the model answer for Question 1 so that it stays there while I mark dozens of attempts at it so I don’t have to keep referring to the marking scheme. Other advantages are that it’s easier to be consistent in giving partial credit when you’re doing the same question over and over again, and that also you spot what the common mistakes are more easily.

Anyway, I’ve decided to take a break for today. I’ll start again tomorrow.

#Correcting #Examinations #Marking #MaynoothUniversity #Scripts

Examinations are formidable even to the best prepared, for the greatest fool may ask more than the wisest man can answer.
-- Charles Caleb Colton

⬆ #Wisdom #Quotes #CharlesCalebColton #Examinations

⬇ #Photography #Panorama #Panopainting #Flowers #Junkyard #Minnesota

Examinations are formidable even to the best prepared, for the greatest fool may ask more than the wisest man can answer.
-- Charles Caleb Colton

⬆ #Wisdom #Quotes #CharlesCalebColton #Examinations

⬇ #Photography #Panorama #Panopainting #Flowers #Junkyard #Minnesota

Examinations are formidable even to the best prepared, for the greatest fool may ask more than the wisest man can answer.
-- Charles Caleb Colton

⬆ #Wisdom #Quotes #CharlesCalebColton #Examinations

⬇ #Photography #Panorama #Panopainting #Flowers #Junkyard #Minnesota

Examinations are formidable even to the best prepared, for the greatest fool may ask more than the wisest man can answer.
-- Charles Caleb Colton

⬆ #Wisdom #Quotes #CharlesCalebColton #Examinations

⬇ #Photography #Panorama #Panopainting #Flowers #Junkyard #Minnesota

Examinations are formidable even to the best prepared, for the greatest fool may ask more than the wisest man can answer.
-- Charles Caleb Colton

⬆ #Wisdom #Quotes #CharlesCalebColton #Examinations

⬇ #Photography #Panorama #Panopainting #Flowers #Junkyard #Minnesota

Exam Time Yet Again

The January examination period at Maynooth starts tomorrow (Friday 9th January), so I thought I’d do a quick post on the topic of examinations. First of all let me wish the very best of luck to everyone at Maynooth or elsewhere taking examinations in the next few weeks. I hope at least that the exam halls are nice and warm! Actually, owing to the Sport Hall being unavailable for this examination period owing to building work, some exams will be off campus; my first exam paper is actually being sat in the GlenRoyal hotel.

Here’s a video produced by Maynooth University to remind those taking exams of some general points about preparation and, most importantly, to look after themselves before during the examination period. It’s directed at Maynooth students but students from elsewhere may find useful tips in it.

https://www.youtube.com/watch?v=-c02JFEBrbs

I completed the last of my revision sessions today but, as the first examination for which I have responsibility is not until Monday 12th, I’ll have to wait to find out how any of my own students have done but let me take this opportunity to pass on a few of my own tips more aimed at students in Physics:

1. Try to get a good night’s sleep before the examination and arrive in plenty of time before the start. This is especially important when there’s bad weather that may disrupt travel. It is your responsibility to get to the examination on time!
2. Read the entire paper before starting to answer any questions. In particular, make sure you are aware of any supplementary information, formulae, etc, given in the rubric or at the end.
3. Start off by tackling the question you are most confident about answering, even if it’s not Question 1. This will help settle any nerves.
4. Don’t rush! Students often lose marks by making careless errors. Check all your numerical results on your calculator at least twice and – PLEASE – remember to put the units!
5. Don’t panic! You’re not expected to answer everything perfectly. A first-class mark is anything over 70%, so don’t worry if there are bits you can’t do. If you get stuck on a part of a question, don’t waste too much time on it (especially if it’s just a few marks). Just leave it and move on. You can always come back to it later.

Readers of this blog are welcome to add other tips through the comments box below!

#Examinations #HigherEducation #MaynoothUniversity #theoreticalPhysics

Exam Time Yet Again

The January examination period at Maynooth starts tomorrow (Friday 9th January), so I thought I’d do a quick post on the topic of examinations. First of all let me wish the very best of luck to everyone at Maynooth or elsewhere taking examinations in the next few weeks. I hope at least that the exam halls are nice and warm! Actually, owing to the Sport Hall being unavailable for this examination period owing to building work, some exams will be off campus; my first exam paper is actually being sat in the GlenRoyal hotel.

Here’s a video produced by Maynooth University to remind those taking exams of some general points about preparation and, most importantly, to look after themselves before during the examination period. It’s directed at Maynooth students but students from elsewhere may find useful tips in it.

https://www.youtube.com/watch?v=-c02JFEBrbs

I completed the last of my revision sessions today but, as the first examination for which I have responsibility is not until Monday 12th, I’ll have to wait to find out how any of my own students have done but let me take this opportunity to pass on a few of my own tips more aimed at students in Physics:

1. Try to get a good night’s sleep before the examination and arrive in plenty of time before the start. This is especially important when there’s bad weather that may disrupt travel. It is your responsibility to get to the examination on time!
2. Read the entire paper before starting to answer any questions. In particular, make sure you are aware of any supplementary information, formulae, etc, given in the rubric or at the end.
3. Start off by tackling the question you are most confident about answering, even if it’s not Question 1. This will help settle any nerves.
4. Don’t rush! Students often lose marks by making careless errors. Check all your numerical results on your calculator at least twice and – PLEASE – remember to put the units!
5. Don’t panic! You’re not expected to answer everything perfectly. A first-class mark is anything over 70%, so don’t worry if there are bits you can’t do. If you get stuck on a part of a question, don’t waste too much time on it (especially if it’s just a few marks). Just leave it and move on. You can always come back to it later.

Readers of this blog are welcome to add other tips through the comments box below!

#Examinations #HigherEducation #MaynoothUniversity #theoreticalPhysics

The subjects that were dearest to the examiners were almost invariably those I fancied least... I should have liked to be asked to say what I knew. They always tried to ask what I did not know. When I would have willingly displayed my knowledge, they sought to expose my ignorance. This sort of treatment had only one result: I did not to well in examinations.
-- Winston Churchill

⬆ #Wisdom #Quotes #WinstonChurchill #Education #Examinations

⬇ #Photography #Panorama #CoyoteButtesNorth #TheWave #VermilionCliffs #Utah

The subjects that were dearest to the examiners were almost invariably those I fancied least... I should have liked to be asked to say what I knew. They always tried to ask what I did not know. When I would have willingly displayed my knowledge, they sought to expose my ignorance. This sort of treatment had only one result: I did not to well in examinations.
-- Winston Churchill

⬆ #Wisdom #Quotes #WinstonChurchill #Education #Examinations

⬇ #Photography #Panorama #CoyoteButtesNorth #TheWave #VermilionCliffs #Utah

The subjects that were dearest to the examiners were almost invariably those I fancied least... I should have liked to be asked to say what I knew. They always tried to ask what I did not know. When I would have willingly displayed my knowledge, they sought to expose my ignorance. This sort of treatment had only one result: I did not to well in examinations.
-- Winston Churchill

⬆ #Wisdom #Quotes #WinstonChurchill #Education #Examinations

⬇ #Photography #Panorama #CoyoteButtesNorth #TheWave #VermilionCliffs #Utah

The subjects that were dearest to the examiners were almost invariably those I fancied least... I should have liked to be asked to say what I knew. They always tried to ask what I did not know. When I would have willingly displayed my knowledge, they sought to expose my ignorance. This sort of treatment had only one result: I did not to well in examinations.
-- Winston Churchill

⬆ #Wisdom #Quotes #WinstonChurchill #Education #Examinations

⬇ #Photography #Panorama #CoyoteButtesNorth #TheWave #VermilionCliffs #Utah

The subjects that were dearest to the examiners were almost invariably those I fancied least... I should have liked to be asked to say what I knew. They always tried to ask what I did not know. When I would have willingly displayed my knowledge, they sought to expose my ignorance. This sort of treatment had only one result: I did not to well in examinations.
-- Winston Churchill

⬆ #Wisdom #Quotes #WinstonChurchill #Education #Examinations

⬇ #Photography #Panorama #CoyoteButtesNorth #TheWave #VermilionCliffs #Utah

The subjects that were dearest to the examiners were almost invariably those I fancied least... I should have liked to be asked to say what I knew. They always tried to ask what I did not know. When I would have willingly displayed my knowledge, they sought to expose my ignorance. This sort of treatment had only one result: I did not to well in examinations.
-- Winston Churchill

⬆ #Wisdom #Quotes #WinstonChurchill #Education #Examinations

⬇ #Photography #Panorama #Hammock #KinderhookCreek #NewYork

The subjects that were dearest to the examiners were almost invariably those I fancied least... I should have liked to be asked to say what I knew. They always tried to ask what I did not know. When I would have willingly displayed my knowledge, they sought to expose my ignorance. This sort of treatment had only one result: I did not to well in examinations.
-- Winston Churchill

⬆ #Wisdom #Quotes #WinstonChurchill #Education #Examinations

⬇ #Photography #Panorama #Hammock #KinderhookCreek #NewYork

The subjects that were dearest to the examiners were almost invariably those I fancied least... I should have liked to be asked to say what I knew. They always tried to ask what I did not know. When I would have willingly displayed my knowledge, they sought to expose my ignorance. This sort of treatment had only one result: I did not to well in examinations.
-- Winston Churchill

⬆ #Wisdom #Quotes #WinstonChurchill #Education #Examinations

⬇ #Photography #Panorama #Hammock #KinderhookCreek #NewYork

The subjects that were dearest to the examiners were almost invariably those I fancied least... I should have liked to be asked to say what I knew. They always tried to ask what I did not know. When I would have willingly displayed my knowledge, they sought to expose my ignorance. This sort of treatment had only one result: I did not to well in examinations.
-- Winston Churchill

⬆ #Wisdom #Quotes #WinstonChurchill #Education #Examinations

⬇ #Photography #Panorama #Hammock #KinderhookCreek #NewYork

The subjects that were dearest to the examiners were almost invariably those I fancied least... I should have liked to be asked to say what I knew. They always tried to ask what I did not know. When I would have willingly displayed my knowledge, they sought to expose my ignorance. This sort of treatment had only one result: I did not to well in examinations.
-- Winston Churchill

⬆ #Wisdom #Quotes #WinstonChurchill #Education #Examinations

⬇ #Photography #Panorama #Hammock #KinderhookCreek #NewYork

Good Luck in Your Repeat Exams!

Since the repeat examination period at Maynooth University starts today, Wednesday 6th August, I thought’d I’d send a quick message for students taking one or more exams…

#Examinations #MaynoothUniversity #RepeatExaminations #ResitExaminations

Good Luck in Your Repeat Exams!

Since the repeat examination period at Maynooth University starts today, Wednesday 6th August, I thought’d I’d send a quick message for students taking one or more exams…

#Examinations #MaynoothUniversity #RepeatExaminations #ResitExaminations

The 2025 Leaving Certificate Physics papers

As I have already mentioned on this blog, examinations for the 2025 school Leaving Certificate are under way. One of the interesting things about the Irish system is that the examination papers are put up online immediately after the examinations so it’s very easy to share the content. I have already posted the two Mathematics papers for 2025. This year’s Physics examinations (at Ordinary and Higher level) took place this morning, so I thought I’d share the papers here. In particular, readers in the UK might be interested to compare the standard of these papers with that of current A-levels in Physics.

One thing I should mention is that Leaving Certificate Physics is not a prerequisite for entry into any of our Physics programmes at Maynooth University. Some do have it, but many don’t. We teach the first-year material from scratch for all students. Anyway, here are this years papers, Ordinary and Higher respectively. As usual comments are welcome, through the box below:

I think the Ordinary level paper could have done with better proof-reading. As well as Jim’s comment below, there is

Explain how your calculations can be used to verify the principle of conversation of
momentum.

#education #Examinations #LeavingCertificate2025 #Physics

The 2025 Leaving Certificate Physics papers

As I have already mentioned on this blog, examinations for the 2025 school Leaving Certificate are under way. One of the interesting things about the Irish system is that the examination papers are put up online immediately after the examinations so it’s very easy to share the content. I have already posted the two Mathematics papers for 2025. This year’s Physics examinations (at Ordinary and Higher level) took place this morning, so I thought I’d share the papers here. In particular, readers in the UK might be interested to compare the standard of these papers with that of current A-levels in Physics.

One thing I should mention is that Leaving Certificate Physics is not a prerequisite for entry into any of our Physics programmes at Maynooth University. Some do have it, but many don’t. We teach the first-year material from scratch for all students. Anyway, here are this years papers, Ordinary and Higher respectively. As usual comments are welcome, through the box below:

#education #Examinations #LeavingCertificate2025 #Physics

The 2025 Leaving Certificate Physics papers

As I have already mentioned on this blog, examinations for the 2025 school Leaving Certificate are under way. One of the interesting things about the Irish system is that the examination papers are put up online immediately after the examinations so it’s very easy to share the content. I have already posted the two Mathematics papers for 2025. This year’s Physics examinations (at Ordinary and Higher level) took place this morning, so I thought I’d share the papers here. In particular, readers in the UK might be interested to compare the standard of these papers with that of current A-levels in Physics.

One thing I should mention is that Leaving Certificate Physics is not a prerequisite for entry into any of our Physics programmes at Maynooth University. Some do have it, but many don’t. We teach the first-year material from scratch for all students. Anyway, here are this years papers, Ordinary and Higher respectively. As usual comments are welcome, through the box below:

#education #Examinations #LeavingCertificate2025 #Physics

The 2025 Leaving Certificate Physics papers

As I have already mentioned on this blog, examinations for the 2025 school Leaving Certificate are under way. One of the interesting things about the Irish system is that the examination papers are put up online immediately after the examinations so it’s very easy to share the content. I have already posted the two Mathematics papers for 2025. This year’s Physics examinations (at Ordinary and Higher level) took place this morning, so I thought I’d share the papers here. In particular, readers in the UK might be interested to compare the standard of these papers with that of current A-levels in Physics.

One thing I should mention is that Leaving Certificate Physics is not a prerequisite for entry into any of our Physics programmes at Maynooth University. Some do have it, but many don’t. We teach the first-year material from scratch for all students. Anyway, here are this years papers, Ordinary and Higher respectively. As usual comments are welcome, through the box below:

I think the Ordinary level paper could have done with better proof-reading. As well as Jim’s comment below, there is

Explain how your calculations can be used to verify the principle of conversation of
momentum.

#education #Examinations #LeavingCertificate2025 #Physics

The Test Final and Final Examination Board

Had I not been obliged to attend this morning’s final Examination Board for Theoretical Physics programmes at Maynooth University, I would have been at Lord’s today watching Day 2 of the World Test Cricket final between Australia and South Africam where it is now the Tea interval. There certainly wouldn’t have been any cricket in Maynooth this morning, as there has been torrential rain all day so far, but the Exam Board went ahead and finished even before South Africa were all out in their first innings for 138, after late-order collapse, in response to Australia’s first innings total of 212.

As I already mentioned, today’s Examination Board we went through the results in the presence of our External Examiner. Since this is the end of the academic year, we also looked at the final grades of those students who are completing their studies this year in order to consider the classification of their degrees. Another (pleasant) duty of our Examination Board was to award prizes for the best performance, not just for finalists but for students at every stage, including the first year. These will be announced in due course.

But that’s not quite the end of it – there is an overall University Examination Board that covers all courses in the University to formally bring an end to the examination process. It is not until after all the Boards have done their business that the students get their marks. If all goes to plan, students will receive their final marks on Friday 27th June.

Soon after that, on Tuesday 1st July, we have a Consultation Day, where

Staff will be available in all Departments to discuss results with students. Students are entitled to see their examination scripts if they wish, these will be generally available on this day or at another mutually convenient time.

If I had my way we would actually give all students their marked examination scripts back as a matter of routine. Obviously examination scripts have to go through a pretty strict quality assurance process involving the whole paraphernalia of examination boards (including External Examiners), so the scripts can’t be given back immediately but once that process is complete there doesn’t seem to me any reason why we shouldn’t give their work, together with any feedback written on it,  back to the students in its entirety. I have heard it argued that under the provisions of the Data Protection Act students have a legal right to see what’s written on the scripts – as that constitutes part of their student record – but I’m not making a legalistic point here. My point is purely educational, based on the benefit to the student’s learning experience.

That’s one set of examination duties done and dusted, but not everything. Next Tuesday I am Internal Examiner for a PhD at Maynooth and, about a month from now, I have to travel to a foreign land to be an External Examiner. It’s all go…

The Test Final and Final Examination Board

Had I not been obliged to attend this morning’s final Examination Board for Theoretical Physics programmes at Maynooth University, I would have been at Lord’s today watching Day 2 of the World Test Cricket final between Australia and South Africam where it is now the Tea interval. There certainly wouldn’t have been any cricket in Maynooth this morning, as there has been torrential rain all day so far, but the Exam Board went ahead and finished even before South Africa were all out in their first innings for 138, after late-order collapse, in response to Australia’s first innings total of 212.

As I already mentioned, today’s Examination Board we went through the results in the presence of our External Examiner. Since this is the end of the academic year, we also looked at the final grades of those students who are completing their studies this year in order to consider the classification of their degrees. Another (pleasant) duty of our Examination Board was to award prizes for the best performance, not just for finalists but for students at every stage, including the first year. These will be announced in due course.

But that’s not quite the end of it – there is an overall University Examination Board that covers all courses in the University to formally bring an end to the examination process. It is not until after all the Boards have done their business that the students get their marks. If all goes to plan, students will receive their final marks on Friday 27th June.

Soon after that, on Tuesday 1st July, we have a Consultation Day, where

Staff will be available in all Departments to discuss results with students. Students are entitled to see their examination scripts if they wish, these will be generally available on this day or at another mutually convenient time.

If I had my way we would actually give all students their marked examination scripts back as a matter of routine. Obviously examination scripts have to go through a pretty strict quality assurance process involving the whole paraphernalia of examination boards (including External Examiners), so the scripts can’t be given back immediately but once that process is complete there doesn’t seem to me any reason why we shouldn’t give their work, together with any feedback written on it,  back to the students in its entirety. I have heard it argued that under the provisions of the Data Protection Act students have a legal right to see what’s written on the scripts – as that constitutes part of their student record – but I’m not making a legalistic point here. My point is purely educational, based on the benefit to the student’s learning experience.

That’s one set of examination duties done and dusted, but not everything. Next Tuesday I am Internal Examiner for a PhD at Maynooth and, about a month from now, I have to travel to a foreign land to be an External Examiner. It’s all go…

#Australia #cricket #ExaminationBoard #Examinations #MaynoothUniversity #SouthAfrica #WorldTestCricketFinal

The Test Final and Final Examination Board

Had I not been obliged to attend this morning’s final Examination Board for Theoretical Physics programmes at Maynooth University, I would have been at Lord’s today watching Day 2 of the World Test Cricket final between Australia and South Africam where it is now the Tea interval. There certainly wouldn’t have been any cricket in Maynooth this morning, as there has been torrential rain all day so far, but the Exam Board went ahead and finished even before South Africa were all out in their first innings for 138, after late-order collapse, in response to Australia’s first innings total of 212.

As I already mentioned, today’s Examination Board we went through the results in the presence of our External Examiner. Since this is the end of the academic year, we also looked at the final grades of those students who are completing their studies this year in order to consider the classification of their degrees. Another (pleasant) duty of our Examination Board was to award prizes for the best performance, not just for finalists but for students at every stage, including the first year. These will be announced in due course.

But that’s not quite the end of it – there is an overall University Examination Board that covers all courses in the University to formally bring an end to the examination process. It is not until after all the Boards have done their business that the students get their marks. If all goes to plan, students will receive their final marks on Friday 27th June.

Soon after that, on Tuesday 1st July, we have a Consultation Day, where

Staff will be available in all Departments to discuss results with students. Students are entitled to see their examination scripts if they wish, these will be generally available on this day or at another mutually convenient time.

If I had my way we would actually give all students their marked examination scripts back as a matter of routine. Obviously examination scripts have to go through a pretty strict quality assurance process involving the whole paraphernalia of examination boards (including External Examiners), so the scripts can’t be given back immediately but once that process is complete there doesn’t seem to me any reason why we shouldn’t give their work, together with any feedback written on it,  back to the students in its entirety. I have heard it argued that under the provisions of the Data Protection Act students have a legal right to see what’s written on the scripts – as that constitutes part of their student record – but I’m not making a legalistic point here. My point is purely educational, based on the benefit to the student’s learning experience.

That’s one set of examination duties done and dusted, but not everything. Next Tuesday I am Internal Examiner for a PhD at Maynooth and, about a month from now, I have to travel to a foreign land to be an External Examiner. It’s all go…

Marking Over

Better is the end of a thing than the beginning thereof…

I’ve just graded the last of my assignments for this (academic year). I had a bigger class than usual for Computational Physics this time round, so it took much longer than usual to mark the project component. It always takes a while because I not only have to read and grade the reports, but also look at the code they submit and run it to check that it works. I uploaded the final grades to our system just now and although I finished later than planned I was relieved to see that I’m not the last lecturer to do so!

What happens next is that all the marks from all the modules will be collated and cross-checked. Then we will have a meeting of the Departmental Examination Board (on Thursday morning) to go through the results in the presence of our External Examiner. Since this is the end of the academic year, we will also look at the final grades of those students who are completing their studies this year in order to consider the classification of their degrees. There may also be some who are not qualified to graduate and may have to repeat failed examinations or other assessments. Another (pleasant) duty of our Examination Board on Thursday will be to award prizes for the best performance, not just for finalists but for students at every stage, including the first year.

I was teaching a module for the Department of Engineering last Semester so I should attend their final Examination Board too. Many of our students at Maynooth take joint degrees, in which case their final degree classification depends on grades from two Departments. For that reason, there is an overall Examination Board at which the marks are combined. Fortunately, only the Head of Department (who is not me) has to attend that one.

If all goes to plan, students will receive their final marks on Friday 27th June. It’s a lengthy process so as to allow plenty of opportunities to check and validate the different stages. After that, on Tuesday 1st July, we have a consultation day at which students can ask for advice about repeat examinations, etc, and after that we have to make sure repeat examinations are available. The repeat examination period is Wednesday 6th August to Tuesday 19th August.

Between the end of this week and the repeat exams, perhaps I’ll get a bit of time to do some research…

#ComputationalPhysics #Examinations

Marking Over

Better is the end of a thing than the beginning thereof…

I’ve just graded the last of my assignments for this (academic year). I had a bigger class than usual for Computational Physics this time round, so it took much longer than usual to mark the project component. It always takes a while because I not only have to read and grade the reports, but also look at the code they submit and run it to check that it works. I uploaded the final grades to our system just now and although I finished later than planned I was relieved to see that I’m not the last lecturer to do so!

What happens next is that all the marks from all the modules will be collated and cross-checked. Then we will have a meeting of the Departmental Examination Board (on Thursday morning) to go through the results in the presence of our External Examiner. Since this is the end of the academic year, we will also look at the final grades of those students who are completing their studies this year in order to consider the classification of their degrees. There may also be some who are not qualified to graduate and may have to repeat failed examinations or other assessments. Another (pleasant) duty of our Examination Board on Thursday will be to award prizes for the best performance, not just for finalists but for students at every stage, including the first year.

I was teaching a module for the Department of Engineering last Semester so I should attend their final Examination Board too. Many of our students at Maynooth take joint degrees, in which case their final degree classification depends on grades from two Departments. For that reason, there is an overall Examination Board at which the marks are combined. Fortunately, only the Head of Department (who is not me) has to attend that one.

If all goes to plan, students will receive their final marks on Friday 27th June. It’s a lengthy process so as to allow plenty of opportunities to check and validate the different stages. After that, on Tuesday 1st July, we have a consultation day at which students can ask for advice about repeat examinations, etc, and after that we have to make sure repeat examinations are available. The repeat examination period is Wednesday 6th August to Tuesday 19th August.

Between the end of this week and the repeat exams, perhaps I’ll get a bit of time to do some research…

#ComputationalPhysics #Examinations

The Leaving

Today is not only a significant date for me (in more ways than one), but it’s important for many young people in Ireland because the Junior Certificate and Leaving Certificate examinations both start today, so the first thing I need to do is wish everyone starting their examinations the very best of luck!

Among other things, the results of the leaving certificate examinations are important for September’s university admissions. This year the grade inflation that occurred during the pandemic years will be reduced, though it is not yet clear how. Whatever happens is likely to have a big impact on student recruitment to third-level institutions.

In the system operating in England and Wales the standard qualification for entry is the GCE A-level. Most students take A-levels in three subjects, which gives them a relatively narrow focus although the range of subjects to choose from is rather large. In Ireland the standard qualification is the Leaving Certificate, which comprises a minimum of six subjects, with many students taking more than this. This gives students a broader range of knowledge at the sacrifice (perhaps) of a certain amount of depth; it has been decreed for entry into this system that an Irish Leaving Certificate subject counts as about 2/3 of an A-level subject for admissions purposes, so Irish students do the equivalent of at least four A-levels, and many do more than this. It’s also worth noting that all students have to take Mathematics at Leaving Certificate level.

One can choose to do Leaving Certificate subjects at Ordinary or Higher level and there’s quite a big difference between the two, especially in Mathematics (of which more below).

Overall I prefer the Leaving Certificate over the UK system of A-levels, as the former gives the students a broader range of subjects than the latter (as does the International Baccalaureate). I would have liked to have been allowed to take at least one arts subject past O-level, for example.

For University admissions points are awarded for each paper according to the marks obtained and then aggregated into a total CAO points, CAO being the Central Applications Office, the equivalent of the UK’s UCAS. This means, for example, that our main Science pathway at Maynooth allows students to study Physics without having done it at Leaving Certificate level. This obviously means that the first year has to be taught at a fairly elementary level, but it has the enormous benefit of allowing us to recruit students whose schools do not offer Physics.

There is however a big problem with Mathematics. It was decided some years ago that students would get 25 extra CAO points if they got a mark of at least 40% in Higher Mathematics. This has led to more students taking the subject, which is good, but there are signs that this may have led to a decline in standards. If, for example, the marking is such that a fixed proportion of students get the top grade but more weaker students take the examination, that means that standards fall at the top end. For more discussion, see here.

Anyway, our Theoretical Physics & Mathematics course requires a good result in Higher Mathematics for entry. Will changes to the marking of Higher Mathematics this year make it harder for students to make the grade? We’ll just have to wait and see.

Moreover, since the pandemic struck, students have been able to choose to answer questions from a limited range of sections on the mathematics examination papers. That means that students can get very high grades despite knowing nothing about a big chunk of the syllabus. That matters most for subjects that require students to have certain skills and knowledge for entry into University, such as Physics. I taught part of our first year Mathematical Physics course in Maynooth for about 5 years. It was noticeable how the fraction that were comfortable with basic differentiation and integration was falling. Will this trend accelerate? Again, we’ll just have to wait and see…

#Examinations #LeavingCertificate #LeavingCertificate2025 #mathematics #MaynoothUniversity #Physics