What teachers Can Do to Improve Test Scores
Burns, David. “Will I do as well on the final exam as I expect? An examination of students’ expectations.” Journal of the scholarship of teaching and learning 8.3 (2008): 1-19. Some people might believe that talking about expectations only refers to personal thoughts and feelings about the performance before an examination. However, due to the fact that most of the time these expectations take part in the students’ evaluative process, these have been included as a field of study. Burns tries to demonstrate how these previous expectations may affect the score results. He explains the methodology in a very well organized way in order to present the main four attribution factors that may affect students’ expectations, which are: Self Handicapping, Test Anxiety, Time Spent Studying and Absences. After having all the results, four hypotheses were obtained based on the students’ tendencies to each one of the attribution factors. After the data was interpreted, the results showed that there is not any relationship between the previous expectations and the performance. Since this was proved, expectations may no longer be an issue that affects students’ performance, so it is important for teachers not to consider this as an influence in students’ results.
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The annotation gives a true summary of what the article is about and it shows the main important points. The summary tries to relate the information with how teachers can improve test scores in a very well organized way.
As I said it before the annnotation is very well order and organized, the paragraph contains a beginning and at the end it is focused on the conclusions. After the reader reads the annotation can have clearly the specific ideas and what the conclusions were.
I think that the annotation is specific but because it talks about only the neccesaty information and gets to the point, it is not confusing and very easy to understand.
The only thing that I can identify that it is quite vague is that it does not contain a specific critique. The annotation mostly gives information but it does not show any critique at all.
The annotation shows a respectful academic style and it conforms with what MLA style requires.
To conclude, the annotation has a poowerful summary where it invites the reader to read it but it does not contain any critique at all.
Cris,
Good Job!
you're totally right! my punctuation is really bad, I need to start working on it.
Your annotation is clear in every way. I didn't have much to correct, just a few details.
Take Care!
What teachers can Do to Improve Test Scores
Burns, David. “Will I do as well on the final exam as I expect? An examination of students’ expectations.” Journal of the scholarship of teaching and learning 8.3 (2008): 1-19. (Some people might believe that talking about expectations only refers to personal thoughts and feelings about the performance before an examination: W.O.) However, due to the fact that most of the time these expectations take part (they take part or expectations don’t take part?) in the students’ evaluative process, these have been included as a field of study. Burns tries to demonstrate how these previous expectations may affect (the) score results. He explains the methodology in a very well organized way (P) in order to present the main four attribution factors that may affect students’ expectations, which are: Self Handicapping, Test Anxiety, Time Spent Studying and Absences. After having all the results, four hypotheses were obtained based on the students’ tendencies to each one of the attribution factors. After the data was interpreted, the results showed that there is not any relationship between the previous expectations and the performance. Since this was proved, expectations may no longer be an issue that (affects: W.F) students’ performance, so it is important for teachers not to consider this as an influence in students’ results.
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