- Results are supposed to be live on ISIS at midday. Expect delays. ^$ #
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Powered by Twitter Tools If you do want to continue being part of social marketing now the subject is over, there’s four points/places and ideas to consider
* Disclaimer: I was a foundation board member for the AASM and their first webmaster. I am not currently a member, and derive no financial benefits from recruiting new members. I won’t be a member until they stop threatening to make me update the website. ** I am a member, and a notorious one at that. I mean, seriously, that list is how I earned my global standing as a social marketer. That, and that time I published an article based on an argument on the mailing list All exams are marked. All marks are entered. The course is going to be subject to moderation because the School of Management, Marketing and International Business under the apparent instructions of College of Business and Economics maintains that a moderate distribution of grades is mandatory. They also maintain that criterion based marking, marking rubrics, and a variety of other practices that should result in progressive improvement in student grades be applied, used and then penalised by forcing it all to fit into a neat distribution of 10% HD, 20% D, 35% C, and 30% P. Even though, realistically, if you take a specialist elective subject taught by a three time education champion who happens to be a world ranked authority in the subject area, you might just learn a trick or two about the content – I can no longer apply this argument for classes that I teach because they’re larger than 30 students (seriously, at 29 students, I retain my educational prowess. At 30, I get so diluted by the presents of N+1, my class grades have to be moderated). But hey, I can but do what I can within the system that I work in, so I corrupted the process as much as possible. Unfortunately, that much that I could do wasn’t always enough.
For the subject, you’ll receive two grades.
Unfortunately, there is no appeal against the curve, and every year, I have students e-mail me saying “But I scored X! and I received a grade of X-n+1! There’s been a calculation error!”. No, sorry, there’s been a calculation deliberate. Our College sees fit to prove itself to the mirror that it has the rigorest rigor in grading by using a non-rigorous and patently ludicrious mathematical formula that’s a holdover from a bygone era. The take out? You’re good, you did well, and the exams were damn good. Well done people, well done. I asked for references. You delivered. (Well, some of you. Those that did, did it well). I have honestly never been more proud of a cohort of students. This has been a fun exam to mark, and I’m enjoying the answers.
Props to those of you who left notes, backchatted or ran meta-commentary on the exam in your answer booklet – including the ones who left me snarky notes and sarcastic comments (and yes, I grin, but really, you neither gain nor lose points against the exam criteria. You just get my respect for being dumb brave enough to backchat the person marking your grades. I mean, that’s my kind of style)
I guess the question I have now (if any of you are still out there, reading this blog), with a few days away from the exam, how do feel about the questions, what was required of you, and using references in the exam conditions?
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Last chance to ask session will be Thursday afternoon. You seem pretty confident and chilled about it all, so I’m good with the way things are running in preparation.
The Weibe paper is the Five Factors paper. I can never seem to get the year right, so I’ll take 1956 or 1951-1952 as an answer.
Any other questions or are we right for the exam day? I have a slight case of e-mail black-hole or Wattle being Wattle – if you’ve received a score of zero and a note saying to e-mail me, please send me the second paper again. I won’t ask what happened (I have a theory or six, but right now, it’s more about getting the marks back to you on the re-subbed papers) For the record, currently 4 students are across the line on their assignments alone – well done to that pack. Now go finish the job in the exam, and make something awesome out of those question.
S Comrades! In preparing you for the the People’s Glorious Final Assessment Task (aka the exam), I recommend the following items for your consideration 1) Section A. It’s worth 20%, and it’s a quote question. The points allocation will be divided roughly as follows
*In case you need a hint, this would be an amazingly cool place to use citations and reference to theory. #justsaying 2) Section B. It’s worth 20% and there’s FOUR, (4) questions now. Okay, I know, I know, I changed the rules but trust me when I say I couldn’t honestly pick between the last two questions so I gave you both to play with (More toys is better than less toys, right?). Basically, what this does to the exam is increase your flexibility, and decrease the cross-student competition framework. You now have more choices to work with, and the last two questions come from the in-class feedback session. So as a fair trade between asking more of you in terms of choice, I figured I’d let you preload on some targeted guidance. Specific things to revise (by question number)
General themes to consider
Remember, the aim of the exam is give you an opportunity to showcase your skills. Go in, show off, bank the points and go for the prize money. It’s about having some fun, putting forward your views with some evidence, and making a really interesting answer out of the opportunity presented in the question.
Don’t panic. Stay calm. Keep the carrying on to a minimum. You’ve had your practice run. You’ve had a chance to benchmark where you stand. It’s all over to you now. You’re ready, you’re capable, and you’re going to go in there and do this exam because there’s nowhere in the world you’d rather be, than that room, in those conditions because you want that shot at the title. |
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