Written Corrective Feedback

Kohn does not believe that students should cheat but understands why they do. Throughout his whole argument, he provides evidence and examples of why students cheat and explain that students feel more pressured to do well than learn. If the school was more about learning and less about how well a student performs on a standardized test at the end of the year, cheating would be less of a

In stage 2 “Discuss it”, the teacher discusses and describes the many strategies used to write different types of writing. During this stage, the teacher can then provide helpful ways to help the students remember the strategies, such as short songs or rhymes, mnemonics, and even acronyms. Stage 3, “Model it”, is when the teacher or proficient peer models the strategy as well as the types of self instruction he or she uses while writing.This allows the student to personalize the strategies taught to what works best for them. During stage 4, students memorize the strategies discussed in stage 2 and 3. To do so, they memorizes each step of the strategy along with one or more of the self instructions modeled in stage 3.

This test will let him see how much progress each of his students have made, and which words they still need to work on. 3. How should Adrian determine which children should be placed together in guided reading groups? Is there more than one way to group the

Student say that acquiring vocabulary in a second language is very difficult, using their native language is an instinct, therefore they lack confidence in using a second language to communicate with others. Sometimes it is not easy for students to find the words when they are asked to speak in class. They avoid participating or take their time to build ideas in their mind, searching for the right words to answer. “Vocabulary learning is an essential part of foreign language learning as the meanings of new words are very often emphasized, whether in books or in classrooms. It is also central to language teaching and is of paramount importance to a language

Grades, however, do not truly reflect the intelligence of an individual.”(Source A) This statement provides many good examples of strong characteristics that can be found in people that earn good grades. This is important because it shows that this argument is not discrediting people who receive these high marks. However, this list of reflection possibilities helps show precisely why good grades and intelligence are not directly correlated. For example, it is very easy for students to lose motivation to complete their school work. A combination of a lack of dedication and minimal effort can cause extremely intelligent people to become C students at best.

The most helpful type of feedback on tests and homework provides specific comments about errors and specific suggestions for improvement. It also encourages students to focus their attention thoughtfully on the task rather than on getting the true answer (Bangert-Drowns; Elawar and Corno, 1985). This type of feedback may be particularly helpful to lower achieving students. Because it emphasizes that students can improve as a result of effort. Thus it can be said that formative assessment supports the expectation that all children can learn to high levels and poor performance students who has the lack of ability and therefore become discouraged and unwilling can benefit from it.

The static phonological awareness task cannot identify EFL learners who may have trouble in learning to read or spelling. In fact, static assessment is often used by teachers based on its rapid and convenient features, but it is difficult to realize whether low language performance on a language measure is due to lack of language learning experiences or language learning disabilities. In contrast, the present study shows that the dynamic phonological awareness can provide EFL learners more opportunities to demonstrate their learning potential for early literacy success. Obviously, in the present study, most EFL students who lacking of English learning experience could truly try obtain assistances through the dynamic assessment of phonological awareness. If students did not make any progress during the period of dynamic assessment, they could consider in taking more accurate and specific diagnosis in relation to reading

Research shows, for example, that GED recipients perform about as well as high school graduates on standardized tests but have much worse life outcomes because they often lack important qualities such as curiosity, conscientiousness, perseverance, and sociability. ELA teachers could help more students develop these so-called “soft skills” or non-cognitive abilities if they didn’t have to focus on drills for tests. Instead, ELA teachers have to, for instance, cut back on large-scale projects that require perseverance, reduce the number of literary texts that engender the empathy necessary to sociability, and limit opportunities for developing student curiosity. Student learning that could lead in positive directions is diminished when tests prevent teachers from helping students develop the noncognitive abilities that support better life outcomes. Another limitation on student learning results from the negative perceptions standardized tests can give to students about themselves and their own abilities.

In their review of six articles examination praise and encouragement in instructional settings, Hitz and Driscoll (1988) finished that praise lowers confidence in students, is impractical to use within the room, and poorly reinforces positive behavior. They finished that encouragement ends up in higher acceptance of analysis on the a part of the coed and promotes learning from mistakes while not excess anxiety. Praise is criticized as being appraising and judgmental , still as teaching one to be scared of failure associate degreed fosters dependence upon others because it is an external inducement (Dreikurs, Grunwald, & Pepper, 1982). Pety, Kelly, and Kafafy (1984) incontestable that adolescents (tenth-graders) like encouragement to praise. Superstein (1994) noted in his study of highschool students' thoughts on encouragement and discouragement, teacher attitudes toward students was among the foremost necessary factors that influence them in school-"students need truthful, friendly, and caring academics.

Altogether, I had high and low moments in my English II class. I learned how to correctly organize paragraphs after receiving support from Mrs. Jackson. I also discovered my low points in writing an introduction and conclusion, and that I possessed a weakness in procrastination. English II informed me that I had faults, but that I also had certain