????Second, there will be students who are upset about the score. Like if one student comes and says “Why am I the same score with B? I performed better than B. But B got the same score as me”. How would the teacher say?
How if there is a student named A. A is a very hard working student, and she was studying hard in school. But that time A’s friend asked for a question and the teacher saw that point. And the teacher thought A was playing and gave A a low score? Wouldn’t that be sad?
????Second, there will be students who are upset about the score. Like if one student comes and says “Why am I the same score with B? I performed better than B. But B got the same score as me”. How would the teacher say?
Hi Zoe, when a student answers me correctly; I would ask myself " howelse can this student show me about what he learned?" I recognize that not all of the multitudes of standards deserve equal time and focus. This matters because you can’t offer multiple attempts at a million standards. Limit multiple attempts to what is essential. Think deep, not wide, so that you can gather multiple pieces of evidence for a single concept or skill.This is what I will tell the student.
