"They generalise from very small samples."
I took in its catastrophic irony.
"If you look at the teachers...."
I categorised.
"This idea that my learners will have learnt x is probably based on something...which is probably faulty from the start."
It all sounded (un)convincingly adamant.
Even on the page.
Grid-locked.
"What we need is a grid of criteria", was the refrain.
"Otherwise how can we choose?"
"How can we judge fairly?"
"They are demanding a ranking."
"We have to do this with tight deadlines."
"If we have cross-disciplinary collaboration that will look good."
"If we have a partnership with business that will look good."
What the fuck is grading to do with research?
Grid-locked.
I sat down in the same chairs as the week before.
I set my phone to time.
I chose the first student to start the evaluation.
"Don't worry it won't last long."
"You'll be fine."
"No really, you'll be ok."
How the fuck did I know that?
The candidate (deliberate objectification) fled in panic.
The candidate knew much better than I.
What the fuck is grading to do with learning?
