In this set of materials, both the writer and lecturer cover with the issue of student evaluation. Regarding the issue the lecturer contradicts the reading passage’s claim that attendance, class participation and student effort should be evaluated.
First, the speaker argues that high attendance rate does not mean that they learn more. To be specific, although students come in class, many of them are chatting together or falling asleep dont concentrate because they chat with each other or fall asleep. Moreover, when emergency situations occur to students’ family, they cannot come to school. So when these absences are included, the evaluation will not be fair. (이건 제가 지어냈지만 이런식의 설명이 있어야할 것 같습니다. 통합형의 포인트를 잘 잡아내는 것도 중요하지만, 잡아내는 것 뿐만 아니라 의미하는것이 무엇이고 왜나왔는지 논리적으로 연결짓는 것역시 중요합니다.) This contradicts the reading passage’s assertion that attendance should be considered an important part of the student’s education and evaluation.
Second, the speaker insists that class participation has not to should not be evaluated. Specifically, if participation is an evaluation factor, students would say anything for good-grades. This will make class quality low lower the quality of the class. (논리적으로 이문장이 뒤로가는게 낫겠습니다.) Also this causes superficial discussion among students. This contradicts the reading passage’s explanation that class participation must be evaluated.
Third, the speaker maintains that evaluating student effort does not make sense. This is because taking a challenging course dose not means more learn mean they learn more. In order to receive good grades, if they participate in challenging class, they do not doing they would not do their best. This contradicts the reading passage’s claims that student effort should be assessed.
This contradicts 말고 여러가지 사용해주세요 :)
|