'Model answers'
Page 65
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I would like to refer and reply to some of the comments made in "Common Room" (CM May 17 and 24).
It was kind of Mr. Wilmot to take as his subject on May 17 the Revision Courses for the Graduateship Examinations of the Institute of Transport which I organized in April this year. For many years, as secretary of the Transport Tutorial Association, I have believed in the need for further assistance to correspondence course students and the enthusiastic response to my courses this year proved that these filled a real need both for correspondence course students and others. My sincere hope is that the examination results will fully illustrate the benefits of such a course immediately before the examination. In 1969 similar courses for both the Graduate and Associate examinations will be held at the University of Surrey at Guildford on March 21/23 and March 28/30 respectively.
With regard to the "model answers", however, there can be little doubt that like all teaching techniques it is capable of both use and abuse just in the same way that a knife can be used for cutting meat, for murder or suicide!
In any course which is aimed at preparing students for an examination regard must be given to three aspects: (1) teaching students to think and apply knowledge; (2) the content of the syllabus and (3) passing the examination. Above all, the interests of the student must be paramount.
Toward this end, preparation for the examination must not be rushed. Guidance must be given to students in their reading and under standing of the various subjects. In classes this is given in a face-to-face situation by the lecturer, in correspondence courses by a service of written lessons; in either case a period of six to nine months is essential. Additionally comprehension must be tested periodically by written work in both types of tuition.
By correction and amplification by explanation, spoken or written, the student is guided onwards. Toward the end of the preparation period, an additional impetus is required and in view of the shortness of time now available an intensive revision is necessary as in the form of my courses. At this time, responsible solutions to the previous years' examination papers are particularly helpful to illustrate and concentrate students' attention to achieve a successful end to their labours. In the same way, illustrations both regarding possible content and methods of answering questions are useful in the earlier stages of study.
I agree with Mr. Wilmot that "model answers" should not be held out as the only solution to a question—in examinations as in life, there is often more than one alternative solution, but experienced guidance is required to make a success of either!
J. F. HOOPER, Director-general, Residential Revision and Development Courses, Hampton, Middx