Final exam 2018
The advice table for the exams has been available again this week. An important point of attention during the exam period is to ensure that the exam work to be marked is timely to the second and back to the first corrector.
The advice table for the exams has been available again this week. An important point of attention during the exam period is to ensure that the exam work to be marked is timely to the second and back to the first corrector. The new advice table which was established after consultation with CvTE and the various trade unions can be found here
Are you a proofreader? We recommend that you already discuss with your colleagues and school leader how you can be supported during the exam period in such a way that you can do your work well. You will find the topics of conversation in this one checklist
Why an advice table?
The final exams will start again in a few months. For a few years now, a task force consisting of representatives from trade unions and VO council has been doing its best to improve the final exam process. In recent years, we have set up surveys for this, a reporting point has been set up and an advisory table has been published with data for marking and sending the exams. All this to improve the quality of the first and the second correction.
Why now make agreements about the correction of the Central Exams?
Significant progress has been made in recent years. Surveys show that the first and second correction are performed better. A point of concern is still the teacher's workload. First and second correction take a lot of time and attention, and the grading process can still be improved. Lecturers complain about the high workload; it has only increased. Good appreciation and support at school level should lead to better correction practice. The Secondary Education Council provides protocols and a checklist at board level, while in schools the school management and teachers must make timely agreements - preferably at the start of the school year - about activities during the exams. Examples include a possible exemption from classes and a good coordination of the annual planning during the examination period. The school can also offer support to exam teachers through the task policy and in consultation with the (P)MR. It is expressly not the intention that teachers with exam classes will receive fewer clock hours on their assignment letter, because the classes in such groups will end earlier. This actually results in more work pressure during the correction and does not benefit a careful correction
