Ducked wrote:... and they can forget that "you don't fail seniors" crap.
Oh man, that assumption drives me nuts ... I've got three students currently badly failing my third-year composition course (failing because they're never there and never handing in assignments), and guess what? They're all seniors. As happens every year. And I just know they're going to appeal the grades and cause paperwork headaches for me in summer vacation.
I do make very specific warnings at the start of the second semester, and give them numbers of how many seniors I've failed in previous years, but I guess that's not particularly helpful since the students who tempt that fate aren't actually there to hear the warnings.
Actually, I meant the school could forget it, since it was the lead instructor who articulated this "principle" it to me during a discussion, (but I'd guess if staff have that attitude the students won't be unaware of it.)
"How many do you expect to fail?" ses I
"Oh, you don't fail seniors" ses she
"Watch me" ses I
But actually, that was just empty attitude, since its her course so she can adjust my grades once I submit them, if she wants to.
That won't apply next year, though.
I don't in any case particularly want to fail people on this course, since IELTS is unrealistically tough for them, and they did initially put in quite a bit of effort, until reality (and/or my teaching) intervened. Attendance slipped badly once we started the writing stuff.
My "trick" for the final test is I've told them I'll give them one Reading Question and one writing Task 1 Question, selected randomly from the first 6 sample tests in the text book.
This is not at all a measure of ability to pass an IELTS test, but it is (sort of) a measure of their IELTS preparation effort, which is (sort of) appropriate.
Could still be a bloodbath, though. Maybe I'll just select randomly from the first 3 sample tests.