抽象的な

Making First-Year Tutorials Count: Operationalizing the Assessment-Learning Connection

Francis Ogbenna*

Making first-year tutorials count” which sole purpose was to improve the participation of students in tutorials. The factor of impetus that motivated the journal was the lack of active participation of students in subject maters, to demonstrate sufficient understanding. The authors did, among other facts, acknowledge that this lack of active demonstration of understandability could have been instigated by the actuality that course grades are solely dependent on exam achievements rather than participative tutorial performances. As such the authors purported that students’ immediate participation and feedback is always essential no matter the regime of assessment in place, whether formative or summative