Grammar
Tenses
Present
Present Simple
Present Continuous
Present Perfect
Present Perfect Continuous
Past
Past Continuous
Past Perfect
Past Perfect Continuous
Past Simple
Future
Future Simple
Future Continuous
Future Perfect
Future Perfect Continuous
Passive and Active
Parts Of Speech
Nouns
Countable and uncountable nouns
Verbal nouns
Singular and Plural nouns
Proper nouns
Nouns gender
Nouns definition
Concrete nouns
Abstract nouns
Common nouns
Collective nouns
Definition Of Nouns
Verbs
Stative and dynamic verbs
Finite and nonfinite verbs
To be verbs
Transitive and intransitive verbs
Auxiliary verbs
Modal verbs
Regular and irregular verbs
Action verbs
Adverbs
Relative adverbs
Interrogative adverbs
Adverbs of time
Adverbs of place
Adverbs of reason
Adverbs of quantity
Adverbs of manner
Adverbs of frequency
Adverbs of affirmation
Adjectives
Quantitative adjective
Proper adjective
Possessive adjective
Numeral adjective
Interrogative adjective
Distributive adjective
Descriptive adjective
Demonstrative adjective
Pronouns
Subject pronoun
Relative pronoun
Reflexive pronoun
Reciprocal pronoun
Possessive pronoun
Personal pronoun
Interrogative pronoun
Indefinite pronoun
Emphatic pronoun
Distributive pronoun
Demonstrative pronoun
Pre Position
Preposition by function
Time preposition
Reason preposition
Possession preposition
Place preposition
Phrases preposition
Origin preposition
Measure preposition
Direction preposition
Contrast preposition
Agent preposition
Preposition by construction
Simple preposition
Phrase preposition
Double preposition
Compound preposition
Conjunctions
Subordinating conjunction
Correlative conjunction
Coordinating conjunction
Conjunctive adverbs
Interjections
Express calling interjection
Grammar Rules
Preference
Requests and offers
wishes
Be used to
Some and any
Could have done
Describing people
Giving advices
Possession
Comparative and superlative
Giving Reason
Making Suggestions
Apologizing
Forming questions
Since and for
Directions
Obligation
Adverbials
invitation
Articles
Imaginary condition
Zero conditional
First conditional
Second conditional
Third conditional
Reported speech
Linguistics
Phonetics
Phonology
Semantics
Pragmatics
Linguistics fields
Syntax
Morphology
Semantics
pragmatics
History
Writing
Grammar
Phonetics and Phonology
Semiotics
Reading Comprehension
Elementary
Intermediate
Advanced
Teaching Methods
Teaching Strategies
The student experience Comments from a student whose marks were below expectation
المؤلف:
Stephen Gomez & Richard Osborne
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P46-C5
2025-06-03
108
The student experience
This section contains information collected from the reflective comments made by individual students providing deeper insights into their attitudes.
Comments from a student whose marks were below expectation
"The mark received was not as high as I had expected. I answered the question with all the info available to me at the time. I wrote an unbiased account, 'not a one-sided tirade against ecstasy."
"I believe I was penalized for not discussing animal studies because of differences in doses' [subsequently questioned by the marker's comments on 'clubbers' taking doses near animal experimental levels also questioned other comments from marker]."
Notwithstanding these comments, the student was able to justify the order of useful comments quite well and produced a detailed action plan and defined terms, such as 'time-bomb'. This student also blamed the marker for low mark and did not consider that some of the problems with misinterpretation could be his own fault.
As for the usefulness of the reflective exercise, the student said:
"I found this task useful, as it made me realize that I should have taken more time ... to read comments at the time (when the essay was returned) ... and not just accept the mark and the comments without question."
“Many of the comments show that the marker misunderstood several points ... was biased against my work because I didn't use animal studies."
"...the fact that we had to do this in our final year was just slightly ridiculous. It would have been more useful in the first or second years when we could have learnt from it, and used it to our advantage."
Although there is some justification for the last point, the student does not accept that s/he has learned anything from this exercise when plainly the previous comments show that s/he has very much done so.