I made 98% of students receive that of A for the first time. I would like to tell you that it was what I teach. However, I know that it was because it is a discourse, fixed evaluation of my student, and measurement.
It was introduced in the mid-1980s and the discourse was successfully used in various classrooms (from an elementary school up to a university) in both the United States and Britain. It was shown that much surveillance study is connected with the performance of the student by whom the discourse has been improved over several years.
The Amherst H Wilder foundation and Saint Paul (Minnesota) did most comprehensive research. : it indicated it to be -- in which the discourse produced the increase in 50-100% of active classroom participation of all the children to an elementary school classroom.
As compared with > student, the low student who attains acquired the large profit in the mathematics equipped with basic reading and discourse, without using a program. The teacher evaluated technology and said that and it made many opportunities from that of evaluation of participation, feedback, and on-going formation and addition. : which found other evaluations -- the child who is discourse and had non-ability is engaged in a classroom lesson at the same level as the impossible child who is not. moreover -- all children have no program remarkably -- also depending -- there is a promise more by a discourse.
A discourse offers the achievement level of the chart child for every week, and growth by the end of an alternative evaluation procedure to measure and a grade. A discourse improves the high school student under the mainstream, the performance of in dangerous, a middle school, and state proficiency test.