1. Chapter 4
Grades themselves don’t help students identify the strengths and
weaknesses of their performance in order to improve.
The message of quality should be realistic keeping in mind the level of the
students.
2. Teachers should understand that perfect or error free are not realistic
goals, even for native speakers.
3. A deficit model that counts errors does not realistically reflect what can be
expected at different levels. Perfection does not occur in spontaneous
performances.
4. Rubrics can be motivating to students when the degree of change from
one level to the next can be achieved during the period of time that
students will be evaluated on it.