Burns, David J. “Will I do as well 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. Burns analyses the question of whether students’ expectations affect their performance in the exams or not. Burns explains that when students anticipate failing results at the exams or they know they do not prepare properly before being tested, the scores will be evidently low. Throughout this article, Burns attempts to prove his argument by mentioning factors that may support it and quoting several authors who concerns about what occurs in the educational system, in order to find a final conclusion to the analysis. It seems not
difficult to discover the answer to that question, just by focusing in students’ behavior in the classroom. However the test demonstrates that there are other factors that influence students’ performance, like the methodology in teaching, which makes the analysis even more complex. The relationship between expectation and results needs to be properly supported to get to the expected conclusion. Therefore, it is not proven concretely that students’ expectation can influence their performance at the schools.
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Burns, David J. “Will I do as well 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. Burns analyses the question of whether students’ expectations affect their performance *on* exams or not. Burns explains that when students anticipate failing results at the exams or they know they do not prepare properly before being tested, the scores will *evidently be* low. Throughout this article, Burns attempts to prove his argument by mentioning factors that may support it and quoting several authors who concerns about what occurs in the educational system, in order to find a final conclusion to the analysis. ((This description of his methodology is really vague. If you want to talk about his methodology, say something more specific that you consider to be important to understanding the article and using it in your research.))) It seems not
difficult to discover the answer to that question, just by focusing *on* students’ behavior in the classroom. However,* the test demonstrates that there are other factors that influence students’ performance, like the methodology in teaching, which makes the analysis even more complex. ((Is this true? I thought the test merely demonstrated that no relationship between expectations and test results could be prove.)) (The relationship between expectation and results needs to be properly supported to get to the expected conclusion. Therefore,) *It is not proven concretely that students’ expectation can influence their performance at the schools.
Great use of academic language--your annotation sounds very professional. I recommend that you make sure that everything you write is specific enough to be helpful to your research--you have a few sentences that are so vague, they don't seem to really mean much in terms of what the article says and how it is useful. This last consideration--how the article is useful--is lacking. Don't forget that you should end each annotation with a critique of the article, stating why and how it is helpful to your research. I'll be looking for that when I grade this in your portfolio.
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