First IL average: 17.9
Second IL average: 17.7
Out of 31 students:
- No change in score: 12 students
- Moved up: 7 students
- Moved down: 12 students
- Full marks: 14 students
Some people improved and some people maintained their independent learning proficiency. These are good developments. Let's hold on to that and, at the same time, figure out why scores moved down for some.
Almost everyone in the class followed my instructions -- thank you!
The assignment titles contained no spelling errors. That is good! Some of you also proofread your assignments -- that is also good. People who did not misspell many words in their assignments generally scored well for presentation and organization.
I noticed tables crawling from one column to another in the three column-view. That detracted from the portfolio's presentation and organization. In that sense, a two-column view was a better choice for presenting and organizing your portfolio.
Specificity was the key to learning well. Specificity also builds demonstrable proficiency. A list, whether of grammar items or semi-fixed expressions, helps you to stay focused on what you want to include in your speaking and writing. The few of you who did this did well in your learning activities. Otherwise, tossing around the word grammar is like tossing around the word speaking, or listening, or writing. These skills are so broad that you can spend an eternity practicing them but never become proficient in anything particular within them.
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