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Schoolwork isn't a one-to-one analogue for work-work.
What's equal isn't always "fair."
We can't control the "fairness" of the circumstances of a person's birth or the trials they face, so we make allowances to balance the scale when it's *reasonable* to do so.
Schoolwork isn't a one-to-one analogue for work-work.
What's equal isn't always "fair."
We can't control the "fairness" of the circumstances of a person's birth or the trials they face, so we make allowances to balance the scale when it's *reasonable* to do so.
Is finishing a battery of questions within 50-75 minutes really a meaningful metric of success? Is it an explicit learning objective?
If a student has a disability that affects focus, what then?
Is finishing a battery of questions within 50-75 minutes really a meaningful metric of success? Is it an explicit learning objective?
If a student has a disability that affects focus, what then?
In other words, is your goal to assess your students' learning, or is your goal to assess how quickly they can complete an exam?
In other words, is your goal to assess your students' learning, or is your goal to assess how quickly they can complete an exam?
Also, I'm sure that lots of people make accommodations for you and your tediousness, whether or not you're aware they do.
Also, I'm sure that lots of people make accommodations for you and your tediousness, whether or not you're aware they do.
Content like that just shouldn't exist.
Content like that just shouldn't exist.