ACCREDITING IN PLACE OF EXAMINATIONS

Dominion, Volume 33, Issue 94, 15 January 1940, Page 6

ACCREDITING IN PLACE OF EXAMINATIONS

It is some years ago since Mr. T. B. Strong, when Director oi Education, carried through the Senate of the University of New Zealand a motion affirming the principle of accrediting as against the formal written examination. Since then the question has been discussed by the professorial boards of the affiliated colleges and ,so by the university entrance and academic boards. It has now been decided to apply the system of accrediting to the university entrance examination (formerly known as matriculation). The scheme adopted by the Senate on Friday is to be experimental, and will be renewed after experience of its results. Considering the lapse of time since the principle was first approved, and the discussions which have taken place since then, the Senate’cannot be accused of undue haste in bringing the system into operation. Its decision to regard its introduction as an experiment shows a proper attitude of conservatism and prudence. The satisfactory working of the system will largely depend upon the manner in which those responsible for assessing the qualifications of the candidates carry out their duties. This raises the question of the qualifications of the assessors themselves, and brings to the forefront a reform which has long been advocated, and which the Senate nas now adopted. It is the provision of specialized training for postprimary teachers. The effect of this should beTo raise the standard of efficiency of secondary school staffs, and, as. a corollary, enhance their qualifications as assessors. It is wholly desirable that the public, long accustomed to the written examination, though aware of its defects, should have confidence in a system of testing which is vested in personal appraisement of a candidate’s worth. And from 'he standpoint of the university itself, it is essential that the standaid ot academic proficiency should be maintained. _ The arguments for accrediting are based principally on the tact that the written examination not infrequently fails a candidate who in all respects is worthy of a pass, but who through nervousness or perhaps temporarily below form makes a poor showing; while on ‘he other hand a candidate with a good examination memory, cool nerves but whose classroom record has not been satisfactory, is lucky enotig i to scrape through. Under the accrediting system a.minimum of four years’ “satisfactory” post-primary education is required, ft is reasonable to assume that if the candidate’s classroom record over that period is sound and his character and conduct satisfactory his qualifications .or entrance to the university should be established. The new system wil have to be carefully watched and periodically tested. If it survives the test of practical experience, therein justifying the hopes of its advocates, its scope may be enlarged at some future time. Ihe main tiling is to see that slipshod methods are not allowed t<> creep in. and the general standard of university education suffer deterioration. This is an important experiment and the results should be carefully studied.