What Teachers can do to improve test scores.
Burns, David. “Will I do as well as 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. In the article Burns, a teacher λ an author of several books and articles, expresses the idea that students’ anticipations about their results in an exam will depend on their performance. The author supports his declaration by giving some arguments which support his proposal by saying the students’ anticipations of results in a test may be affected by the time they spend on preparing the exam and the effort they put on preparing it.
Even though his arguments about students’ anticipations are strongly supported with evidence, it is necessary to say that those arguments lack of suggestions about how it improve students’ expectations in the case it is necessary.
There are some factors which could contribute in order to have high and low expectations of the result in an exam. According to that, the author states that students tend to find out the causes of their fails in the exams and try to give solutions for the next performance in a test.
Burns also suggests that students who anticipate a high performance, reflected in a high grade on the exam, will think that their performance in the exam could be a sign of the preparation and effort they put on it.
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What Teachers can do to improve test scores.
Burns, David. “Will I do as well as on the final exam as I expect? An examination of students’ expectations.” Journal of the scholarship L of teaching L and learning L 8.3 (2008): 1-19. (In the article) Burns, a teacher *and* (an) author of several books and articles, expresses the idea that students’ anticipations about their results in an exam will depend on their performance. (((Actually, he says their performance will depend on their anticipations!))) The author supports his declaration (by giving some arguments which support his proposal) by saying *that* students’ anticipations of results in a test may be affected by the time they spend on preparing the exam and the effort they put *into* preparing it. Even though his arguments about students’ anticipations are strongly supported with evidence, (((really? how so?))))it is necessary to say that those arguments lack (of) suggestions about how *to* improve students’ expectations in the case *that* it is necessary.
There are some factors which could contribute *to having* high and low expectations of the result in an exam. According to that, the author states that students tend to find out the causes of their fails WF in the exams and try to give solutions for the next performance in a test.
Burns also suggests that students who anticipate a high performance, reflected in a high grade on the exam, will think that their performance *on* the exam could be a sign of the preparation and effort they put on it.
Lexically speaking, this is a well-written annotation. However, you will want to make some serious revisions. First of all, you don't come out and say that he was unable to prove his point, and this is important. Also, the organization of the annotation needs some work. You begin very well. Where you say "The author supports...", I would replace that sentence with the second paragraph, where you give a more specific summary of his arguments. That way, your annotation would end with your critique of the article, as it is supposed to.
Be careful with the length--the annotation should only be 150-200 words!
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