Slugs and snails and puppy dogs' tails

One possibility is that the relatively good male performance in maths and physical science may be, at least in part, due to the assessment procedures in Queensland. It would appear that they have not (yet?) reached the stage described in a submission to the parliamentary inquiry Boys: getting it right.

Referring to the literacy expectations in maths assessment in South Australia the comment was made that:

The level of nomenclature and sophisticated verbal reasoning skills that are required - to even understand what the problem is - is on average four times greater than what is required in Australian history and English literature.

An unbelievable state of affairs surely for a maths course? Unfortunately not, it is merely a reflection of the establishments domination of State Boards of Study and hence of their assessment systems.

The interests of the disciplines of maths and science appear to chime with the interests of boys, particularly boys from poorer backgrounds in terms of assessment. All authorities that are charged with the responsibility fairly to assess student performance need to ensure that in all existing and particularly in new syllabuses the assessment systems conform to a recommendation from the parliamentary enquiry.

Assessment procedures for maths and sciences must, as a first requirement, provide information about students' knowledge, skills and achievement on the subject, and not be a de facto examination of students' English comprehension and expression.

Pretty obvious you would think. But doesn't the fact that such statements need to be made show the depth of utter rubbish that has been reached.