|How can an instr pass the teaching aspect of a L2/ L3 exam, if unable to demonstrate the manuevers/ terrain skiing noramlly skied by students in the 5-7 and 8-9 ranges.
In RM, I feel we are evaluating HOW, they teach, not necessarily WHAT they teach. I feel that the exams no longer really challenge instrs to develop multiple strategies for teaching a variety of student profiles. They get asked to evaluatet one, possibly two students, give a few exercises, and they are done.
But getting into re-designing a more comprehensive exam is for another thread...
First of all, I wouldn't re-design anything. I would start from scratch, which would be the values that the exam process models.
First value: teaching for transfer. Ask for demonstrations of tasks and exercises that promote the positive transfer of upper level skiing movements.
Second value: systems thinking. An instructor's communication skills, knowledge base, and skiing image are all equally critical to quality instruction. An instructor who is deficient in any area is a deficient instructor, which argues against the logic of the "partial pass."
I leave the floor open for more suggestions.