In article <[email hidden]>, one of infinite monkeys at the keyboard of
Michael MacClancy said:we had to achieve to gain a Distinction. My understanding is that there was a change in practice
during the late 80s as a result of data protection legislation (or the threat of it). This might
be wrong but the theory was certainly current at the time. I'm surprised to read that you were
awarding only classifications as recently as 1993.
Ah, that could well be. And I could easily have been mistaken; as I said, I was only very
peripherally involved: specifically (and in different capacities) I supervised a couple of student
projects, and wrote an external assessment for a PhD thesis, but I was never involved in the actual
awarding of degrees.
Quoted message said:I found it much more motivating to know the actual percentage. It is much easier to identify
strengths and weaknesses and decide which subjects to concentrate on.
I think you're probably right. Though I found it demotivating to know them at school, in the sense
that an A-grade was devalued by knowing it was impossible to miss. (Cambridge entrance exams were
another matter - they were a real challenge).
ObCycling: it's largely thanks to Cambridge's enlightned policies and the commute between Girton and
town I got started:-)
--
Axis of Evil: Whose economy needs ever more wars? Arms Exports $bn: USA 14.2, UK 5.1, vs France 1.5,
Germany 0.8 (The Economist, July 2002)