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 learn more. To be specific, although students come in class, many of them are chatting together or falling asleep. Moreover, when emergency situations occur to students’ family, they cannot come to school. 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 be evaluated. Specifically, if participation is evaluation factor, students would say anything for good-grades. This will make class quality low. 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. In order to receive good grades, if they participate in challenging class, they do not doing their best. This contradicts the reading passage’s claims that student effort should be assessed. |