Giovanni DeMartino and I are on the same book, however on adjacent pages when it comes to the exams issue.

In his latest contribution (TMID, 22 September) Mr DeMartino missed several of my points starting with the issue of a student obtaining 49 marks and failing to advance while his counterpart obtains 50 marks and passes on to the next grade. Mr DeMartino must understand that the examination system tests the student on a specific date and time.

A student could have an excellent year, but for some reason, probably emotional, fail to perform on that specific day of the examination and for that temporary lapse, he is held back for one whole year. It is true that a line has to be drawn somewhere but in my opinion, this should be a very blurred line.

The second issue is regarding the term results and in this regard Mr DeMartino is way off the mark on two counts.

1. He states, “Because these term results, like all other results, have to be based on some form of testing and a passing grade, mentioned by Mr Martinelli himself, has to be given”. Of course they will have to be. What are assignments for? Are they not graded by the teacher and an individual mark given? Are they not in written form, and easily recorded? In the course of a term, more so of a year, when an average is taken, it smoothens up the lows and highs over the entire period rather than try to gauge the student’s academic capabilities in two hours on a particular day.

2. Mr DeMartino seems to be degrading his own colleagues when he wrote, “...allow the fate of our students to depend on the subjective assessment of the teacher! God forbid!”. A surprising appraisal of the teaching profession by someone supposedly in the know. Of course, the fate of our students is in the hands of teachers, they always were and always will be. That is why teaching is a profession, not just a skill or a trade. It is precisely for that reason why we entrust our children in their hands.

We must not continue to use the guillotine system – the thin line between success and failure. That would be very unfair to any student in his or her formative years. I am sure that the vast majority have full confidence in the teachers and the students’ successes in a vast array of disciplines attest to their professionalism.

JOE Martinelli

London, Ontario

Canada