Teaching and Testing

Abstract

Part One examined various misunderstandings of the presuppositions and of the actual or possible discoveries of certain human sciences, and argued that most of these misunderstandings are a threat not only to the defence of educational standards but also to the pursuit of these sciences themselves. Now in Part Two we pass on to ideas which belong primarily within education. The Times Higher Education Supplement introduced a contribution in 1972 with the blurb: “Laurence Lerner says that he is tired of accusations that the university imposes assessment to provide labour-fodder for capitalism, and offers students a solution.” What is proposed as a solution is that at some late stage “each student would be asked if he wishes to be assessed. If he says ‘No’ he will continue his courses as usual, and may well do better work than otherwise, since they will have his full attention.... A student who elected not to be assessed would not get a degree, and much thought would have to be given to what document he did get. It is essential that no stigma be attached to such a document. It must be carefully distinguished from failing one’s degree, and it should never be awarded as a compensation to those who do in fact fail” (T.H.E.S. 27 October 1972).