The VTE Bhakti

‘

astri Course

Module 1

Section Nine – VTE Report Sheets

Notes for the Teacher

Further instructions on Formal Assessment can be found

in the Teachers Handbook (pages 80-87).

Report Sheets

Page

Using the Report Sheets

2

Initial Student Report Sheet

3

The Proposed System

4

2

Using the Report Sheets

These Initial Student Report Sheets are designed for teachers officially facilitating the
VTE Bhakti Sastri Course. There is one sheet for each Module (i.e. for each
Assessment Block). Each Block consists of three papers – one written examination,
and two coursework assignments.

These sheets have two intended purposes:

(1) Teachers can use them to have a clear record and breakdown of student marks,

helpful in evaluating students’ specific strengths and challenges.

(2) Local teachers can then send copies (with some copies of original student papers),
to the VTE who will moderate the marks and award final grades.

This procedure is provisional at the time of publication of this first edition (January
2001). Please contact the VTE for more details (refer to page 2) If you’d like more
information on the rationale behind this proposed procedure (employing local
teachers and an external moderator), please consult pages 26-27 of your Teachers
Handbook and read the notes on page 4 of this section.

Please also note:

•

Order your assessment papers from the VTE well before your course begins. For

each module, two out of the three papers can be given out any time after the
commencement of that module (preferably somewhere in the middle). So, its ideal
to have all the papers before the corresponding module begins.

•

You can submit your own questions. In effect the local teacher thus sets his or her

own papers, though within certain criteria (refer to page 86 of you Teachers
Handbook).

•

The new Bhakti Sastri Teacher Training Course is intended, amongst other things,

to equip students with assessment skills (e.g. how to mark fairly and accurately)

•

On the Report Sheets (next page), Paper One questions testing Slokas are

indicated by an asterisk (*).

3

Please complete the following sheet for each student. Similar sheets are to be
used for other Modules, and can be found in the respective Syllabuses. A copy of
each should be sent (with copies of the student papers) to the VTE, who will
moderate the marks and send out final marks, grades, and (where appropriate)
certificates.

•

3DSHU2QH

3DSHU7ZR

Question* 1 _____/20

Understanding (1)

_____/20

Question* 2 _____/20

Understanding (2)

_____/20

Question* 3 _____/20

Personal Application

_____/30

Question* 4 _____/20

Preaching Application

_____/30

Question 5

_____/20

Total Paper 2

_____/100

Question 6

_____/20

Question 7

_____/20

Question 8

_____/20

Mood and Mission

_____/25

Question 9

_____/20

Academic Integrity

_____/25

Question 10 _____/20

Authority

_____/25

Question 11 _____/20

Sastra Caksus

_____/25

Question 12 _____/20

Total Paper 3

_____/100

Total

(Slokas)

_____/80

Total

(others)

_____/160

Total Paper 1_____/240

7RWDO3DSHUBBBBB

Paper Three

VTE Bhakti Shastri –

Initial Student Results Sheet

.

Module One

Venue:_____________________________ Dates:__________________________

Student:____________________________Temple/Country: _____________________

Local Teacher(s):________________________________________________________

4

7

he Proposed System of Assessment and Accreditation

To help teachers understand the rationale behind the proposed system of assessment, and to
promote further discussion, we have listed below relevant points (to be read in conjunction with
pages 26-27 and 80-87 of the Teachers Handbook). Basically, we have proposed that:

•

Papers are set centrally (though questions may be submitted by local teachers

)

•

Papers are marked locally

•

Papers are moderated by an external examiner

Below we list some of the drawbacks of a system which is disproportionately based on

(1) a locally-determined programme

(2) a highly centralised approach

.

1. Locally determined

•

There will be significant variations in marking standards. Without systems and training then
any two teachers’ respective marks for the identical paper can easily differ by up to 15 or
20%. If accreditation on a global level is to be meaningful, then some degree of equity of
marking is required (refer to the first principle on page 27 of the Teachers’ Handbook)

•

There is a quite natural tendency for teachers to be subjective. They may therefore sub-
consciously mark up all their own students and advertise how well their students are doing!
Additionally, there may no means of factually assessing the effectiveness of their teaching.

2. Centrally determined

•

As practiced in many secular schools, this practice tends to separate assessment from
teaching itself. In effective learning, the two are highly intertwined.

•

It fails to sufficiently respect the close relationship wrought between teacher and student.

•

It neglects the subjective but meaningful experience that the teacher gradually aquires of
the student. Central assessment usually over-relies on one-off written exams that fail to
take into account ‘the student’s ongoing ability to respond to real-life situations.’ (which is
extremely relevant and of which the local tutor is usually aware.)

•

Over-centralisation stifles local incentive. In much secular education it exacerbates the
teacher’s dilemma as to whether to teach “something of real value” or to simply “get
students through the exam”. Note that in this course, we have rigorously tried to ensure that
the assessment is entirely consistent with our intended learning. Close co-operation
between local and external examiners can help ensure that the course aims are realistic
and in touch with students actual needs, and that local teachers are in agreement with the
intended learning.

We therefore recommend:

The Integrated Approach

(based on co-operation between internal and external examiners)

•

It bests fulfills our educational aims.

•

It respects local autonomy and is simultaneously consistent with Srila
Prabhupada’s desire for an international, co-operative and exemplary society

.

•

It respects educational priorities and doesn’t concede to administrative

expediency

•

It requires substantial systems, resources and administration to train, accredit

and support qualified teachers.