about Projectile Vomiting (PV) . Here’s the definition: “vomiting that
is sudden and so vigorous that the vomit is forcefully projected
to a distance”. We’ve commissioned an extensive study on the
application of PV principles in the assessment field. First reports
suggest that we have a lot to learn from this important work. In PV,
it’s essentially a matter of w.g.i.c.s.o. - what goes in, comes straight
out. It’s the most efficient system known to man of the ‘return’ principle.
Almost nothing is wasted. Our researchers applied this principle to
fact-consumption and fact-delivery.
What would be the most efficient PV replication in the education field?
It turns out that for many years we’ve been nearly there, but not there.
Schools and exam boards have been content with what in the field of
physiology would be, say, spitting out, dribbling and slow vomiting.
In all these cases, there is a lack of efficiency: slow return, inefficient
delivery - and more importantly - a persistent danger of residue,: small
amounts remain inside the person.
If we apply PV to the education situation, we bolt teaching to instruction
and not waste time with any activity that might obstruct PV-type delivery.
So, quite clearly, the best known system of PV delivery in the assessment
field are lengthy exams in which there are only right and wrong answers
and uncomfortable seating arrangements.
Preparation for PV delivery exams should consist of PV delivery practice,
once a week. For four days of the week, the instructor instructs
with the PV material, that is to say, the consumption side. Day five is
PV day, with all-day instruction on how to eliminate repetition, hesitation,
deviation, discussion, co-operation, investigation, invention, interpretation
and compassion followed by a two hour PV exam. Research suggests that
when PV is applied, it is the most efficient way of guaranteeing that pupils
retain as little as possible of what they have consumed. This is part of the new
Empowerment Agenda much favoured by the new Department for Instruction,
who argue that PV style learning is the world’s most proven method of
enabling disadvantaged children to fail exams.
It turns out that for many years we’ve been nearly there, but not there.
Schools and exam boards have been content with what in the field of
physiology would be, say, spitting out, dribbling and slow vomiting.
In all these cases, there is a lack of efficiency: slow return, inefficient
delivery - and more importantly - a persistent danger of residue,: small
amounts remain inside the person.
If we apply PV to the education situation, we bolt teaching to instruction
and not waste time with any activity that might obstruct PV-type delivery.
So, quite clearly, the best known system of PV delivery in the assessment
field are lengthy exams in which there are only right and wrong answers
and uncomfortable seating arrangements.
Preparation for PV delivery exams should consist of PV delivery practice,
once a week. For four days of the week, the instructor instructs
with the PV material, that is to say, the consumption side. Day five is
PV day, with all-day instruction on how to eliminate repetition, hesitation,
deviation, discussion, co-operation, investigation, invention, interpretation
and compassion followed by a two hour PV exam. Research suggests that
when PV is applied, it is the most efficient way of guaranteeing that pupils
retain as little as possible of what they have consumed. This is part of the new
Empowerment Agenda much favoured by the new Department for Instruction,
who argue that PV style learning is the world’s most proven method of
enabling disadvantaged children to fail exams.
