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> never get concrete feedback on whether you're meeting the goals you need to meet … but you do get concrete feedback. What more concrete, detailed, specific f

> never get concrete feedback on whether you're meeting the goals you need to meet … but you do get concrete feedback. What more concrete, detailed, specific feedback could there be than comments on what's good and where you need to improve in your work? Meet all the goals you need to meet, and the teacher's comments will reflect that. Fall short of the goals, and the comments will show you where and how to improve. See also the passages in the post about students who are there to get the grade more than to learn the material. One approach is about meeting someone else's goals, while the other is perhaps more about meeting your own goals for yourself.

pavon 5y ago
Feedback about what you can improve doesn't necessarily provide you any feedback about how well you are meeting expectations. This is especially true of writing and other work that doesn't have a right or wrong answer. There are always ways to improve, there are always other aspects to consider. As a teacher, the author likely delights in finding students that are gifted, and finding ways to develop them even further, so she will always have some feedback to provide. Also, there is nothing wrong with a student simply wanting to learn material well enough to get a decent grade. All students have to take classes that go beyond their interests or even needs; it should be their choice as to which classes they want to be merely competent at and which they want to master.
Traster 5y ago
How are you supposed to know whether a comment is “this is a standard good for a B, improve for an A” or it’s a “this is good enough for a C, improve for a B”. Grades don’t prevent students who are there to learn the material, but they do harm students there to get the grade, and since the corses we are talking about are prerequisites to graduate it’s reasonable to expert at least some people to be there for the grade.
- aidenn0 5y ago
  I don't know if I'm agreeing or disagreeing with you, but I once got a paper back graded 56/100. The only written comment on it was "Good job! Almost an A paper" I guess assigning or not assigning a grade doesn't matter if the teacher can't provide constructive feedback.
  - Traster 5y ago
    It matters in that the 56 is what's going on your transcript and the feedback isn't.

pavon 5y ago

Feedback about what you can improve doesn't necessarily provide you any feedback about how well you are meeting expectations. This is especially true of writing and other work that doesn't have a right or wrong answer. There are always ways to improve, there are always other aspects to consider. As a teacher, the author likely delights in finding students that are gifted, and finding ways to develop them even further, so she will always have some feedback to provide. Also, there is nothing wrong with a student simply wanting to learn material well enough to get a decent grade. All students have to take classes that go beyond their interests or even needs; it should be their choice as to which classes they want to be merely competent at and which they want to master.

Traster 5y ago

How are you supposed to know whether a comment is “this is a standard good for a B, improve for an A” or it’s a “this is good enough for a C, improve for a B”. Grades don’t prevent students who are there to learn the material, but they do harm students there to get the grade, and since the corses we are talking about are prerequisites to graduate it’s reasonable to expert at least some people to be there for the grade.

aidenn0 5y ago
I don't know if I'm agreeing or disagreeing with you, but I once got a paper back graded 56/100. The only written comment on it was "Good job! Almost an A paper" I guess assigning or not assigning a grade doesn't matter if the teacher can't provide constructive feedback.
- Traster 5y ago
  It matters in that the 56 is what's going on your transcript and the feedback isn't.