Category: Describe your academic performance

Describe your academic performance

During your college interview, you can justify aspects of your academic performance that are not reflective of your true academic ability.

Use this opportunity to your benefit and strengthen your application by providing context for bad grades.

describe your academic performance

Some college interview questions provide you with an opportunity to explain bad grades in your academic record. Most colleges have holistic admissions processes, meaning that they want to get to know you as a person outside of grades and test scores. Your interviewer knows that you are only human and that certain circumstances can affect performance but there is a time and place for making these justifications.

Don't hesitate to spell out extenuating circumstances out of your control that influenced a bad grade. Many events can affect grades: Your parents divorced, a close friend or family member died, you were hospitalized, or other serious events.

describe your academic performance

These are perfectly rational substantiations. That said, don't succumb to whining or grade lawyering. Complaining about a teacher that didn't give you an A will not make you seem like a reasonable and grounded prospective student. Your missteps are your own and interviewers will be more impressed by humility than over-confidence. When asked to justify poor grades, there are certain answers that will only make the situation worse.

Avoid the following responses that would leave a bad impression on your interviewer rather than bring context and understanding to your grades.

describe your academic performance

There are many ways to leave a positive impression when your record and abilities are called into question. In general, take ownership of your grades and justify them only if the extenuating circumstances are legitimate. The following responses would be appropriate answers to the question, "Can you explain this grade? We all have missteps and make mistakes. This happens in high school and it will happen in college.

High School Grades Don't Always Accurately Reflect Your Ability

Good students, however, learn from their mistakes. If asked to explain less-than-ideal grades, do more than discuss the context that led to those grades. Also look beyond the grades. What could you have done differently? What have you learned about academic success? How are you a better student now than when you earned those grades? Show your college interviewer that you are a thoughtful and introspective person who learns and grows from setbacks.Please join StudyMode to read the full document.

There are some factors that determine the status and the rate of students. Learning performanceis what you have shown you can do in a certain subject.

Ability is a talent,skills or proficiency in a particular area. It is what you can do, given ideal circumtance. You can think of it as being internal and hidden untilyou show what what you can do with your performance. Performance is the execution of an action,something accomplished. It is external and what people see.

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For example,someone that freaks out when they have graded recitation may bomb it and have poor performanceeven though they knew the material and had the ability to do the graded recitation if they hadn't been so nervous.

The term "Learning" is given a range of meaning. In everyday talk, media and television it is rarely used. When it is, it usually implies "being taught". Inthe world of education learning may be used a lot, but on closer inspection the term can be standing in for distinctly different processes such as teaching, producing,performing according to certain criteria, and so on.

And in classroom it is rarely heard. Learning achievement or learning performance is the outcome of education, the extent to which a student, teacher or institution Pri- mary data was collected through a structured ques- tionnaire through multi-sampling procedures and sec- ondary data obtained from exam cell for the period of to The data was entered using the SPSS v The study demonstrates the significant difference in academic performance of students by sex and all other con- tributing factors in achieving academic excellence in Sherubtse College.

It is found that more proportion of girls is performing better than boys in Sherubtse Col- lege. Similarly, students from poor family background residing in urban place excel compared to well eco- nomically established families residing in urban place. Thus, this finding also entails the higher probability of achieving the goal of women empowerment in future.

Factors Affecting the Poor Academic Performances of College Education Students The research consists of an investigation of students' behavior, attitudes, and home environment as it relates to misbehavior in school and the need for discipline.

So that the study may be understood within the context of the existing work in the field, this chapter of the proposal presents a review of the research on school discipline. The review begins with a delineation of basic patterns of school misbehavior which is followed by an examination of research on factors that appear to be contributive to student misbehavior. The third section of the review examines research on discipline interventions commonly used by schools to remediate misbehavior and discusses their level of effectiveness.

Student misbehavior is not unique to specific schools; rather, there are certain identifiable patterns of misbehavior that have been categorized and recorded in the existing literature on school discipline. Students who attend university part time face challenges and benefits that are different than full-time students.

According to Salme Harju Steinberg, president emeritus of Northeastern Illinois University, most people who enroll as part-time students rather than full time do so for financial reasons see References 1.

Most part-time students are working, many of them full time, at the same time that they are attending school. This can create severe time shortages, and the student requires highly developed time-management skills in order to handle school and work.Kids often dread bringing report cards home for a signature.

By the time students reach higher education, there is a long list of assessments that define their success. In educational institutions, that success is measured by academic performance. This is how well a student meets standards set out by the local government and the institution itself.

As career competition grows stronger in the workplace, the importance of students doing well in school has caught the attention of parents, legislators and government education departments. In the inverse, employers are also paying close attention to the education and student performance as well as they look to hire new graduates. Although education is not the only road to success in the working world, much effort is made to identify, evaluate, track and encourage the progress of students in schools.

Parents care about their child's educational performance because they believe good results will provide more career choices and job security.

Schools, though invested in fostering positive habits for the same reason, are also often influenced by concerns about the school's reputation and the possibility of monetary aid from government institutions, which can hinge on the overall academic performance of the school. State and federal departments of education are charged with improving schools, and so devise methods of measuring success in order to create plans for improvement.

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In the past, academic performance was often measured more by ear than today. Teachers' observations alone made up the bulk of the assessment. The summation or numerical method of determining how well a student is performing is a fairly recent invention that is used in conjunction with teacher evaluations of students.

These grading systems came into existence in the United States in the late Victorian period and were initially criticized due to high subjectivity. Different teachers valued different aspects of learning more highly than others, and although some standardization was attempted in order to make the system more fair, the problem continued. Today, changes have been made to incorporate differentiation for individual students' abilities, and exploration of alternate methods of measuring performance is ongoing.

The tracking of academic performance fulfills a number of purposes. Areas of achievement and failure in a student's school career need to be evaluated in order to foster improvement and make full use of the learning process. Results provide a framework for talking about how students fare in school and a constant standard to which all students are held.

Performance results also allow students to be ranked and sorted on a scale that is numerically obvious, minimizing complaints by holding teachers and schools accountable for the components of every grade. Performance in school is evaluated in a number of ways. For regular grading, students demonstrate their knowledge by taking written and oral tests, performing presentations, turning in homework and participating in class activities and discussions.

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Teachers evaluate in the form of letter or number grades and offer comments to describe how well a student has done or back up the specific grade that was given. Additionally, in a written assignment, the teacher may also offer feedback and guidance on improving the writing. At the state level, students are evaluated by their performance on standardized tests geared toward specific ages and based on a set of achievements students in each age group are expected to meet.

The subjectivity of academic performance evaluation has lessened in recent years, but it has not been totally eliminated. Fully removing subjectivity from the current evaluation methods may be difficult since many are biased toward students that respond best to traditional teaching methods. The students who do the best on standardized tests are those who excel in reading, mathematics as well as test-taking. Being able to take tests well is skill that is not, in itself, indicative of academic worth.Never has the word, met, sounded so beautiful.

This past week our elementary school received information that we have met our goal of getting out of School Improvement within two years. It has been an insightful journey. Contrary to popular belief, there is one positive aspect to a school being placed in School Improvement: It opens eyes that growth has an opportunity to happen.

One of the major negatives is that change is rarely welcome. People tend to like the status quo and do not want the apple cart overturned. Our first year was fraught with change; change in vision, strategies, instructional methods and materials.

Through it all, our staff preserved as we worked on our improvement. Over the course of my educational experience I've collected a list of criteria that I believe create an atmosphere ripe for improving student achievement. Here I will call it:.

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Note that these are broad actions; there are many more detailed actions that need to be taken. Share a Vision -- Review your school's Mission Statement. Your new vision should be tied to your district's Mission Statement, but build up on it.

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The vision should describe why it is important to achieve your mission statement while looking to the future. It should portray what will be achieved if the school is successful in achieving its goals. Everyone should be invested in the vision with a total buy-in from the entire school. You have to keep your eye on the prize and never veer from your vision. They make the tough decisions keeping what's best for the students in focus.

Discuss Your Educational Background

When complaints about change and improvement come rolling in, and they will, pay close attention to your leadership and their decisions. If the leaders of a district do not want to upset the teachers or parents by moving forward, then your district's chances of improving are minimal at best. It's then that you find out what your leadership is made of in your school; from your school board on down to the principals.

Analyze Data -- Everyone involved must be data analysis; from the administration to the teachers. The secret to data analysis is to do something with the data. Many schools analyze the data and do not do anything with it.

Celebrate your strengths, keep the focus on improvement and draw up plans on how you're going to improve on your weaknesses and implement it. Introduce Students to Their Data -- As obvious as this may sound, many times teachers take on the burden of the responsibility and do not allow students to take ownership of their education.

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Involve students by sharing their data with them from standardized test data to classroom data.Some examples of academic achievements include clubs, a high grade point average, awards and extracurricular activities. Significant accomplishments in any of these areas are worth including on a resume or academic application. Club participation in high school or college shows both responsibility and the ability to work alongside others. It may also draw the attention of application readers who share similar interests.

Club leaders or those in other roles of increased responsibility should mention their position and its duties. A high grade point average of 3. A high GPA indicates hard work, organization and responsibility. Academic scholarships are also worth including on any type of application. Awards are another strong academic achievement. Whether they are for perfect attendance or distinction in art or sports, awards speak to an individual's unique talents and can help an applicant stand out from the pack.

Mention the specifics behind the award. Activities such as music, sports or community volunteering show commitment, dedication and social engagement. Home World View. What Are Examples of Academic Strengths? What Are Examples of Academic Goals?Tutorfair connects expert tutors with students. Helping to find the right tutor for you. Whilst some families have online tuition arranged by schools, many students have Is your child struggling to improve their academic performance?

Are you looking for some manageable, simple learning strategies to help them improve their academic performance? In this post Scott outlines five strategies to improve academic performance. Most of them are simple, but if implemented and this is the key they are extremely effective. Set Goals and Work Backwards The first step with any new student is to construct a set of goals.

Goals enable a student to continuously track their progress and adjust accordingly.

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It is considerably easier to make small adjustments throughout the year, than to make a huge pivot come exam time or after mock examination results, as is common. This helps students feel more in control, reducing anxiety during exams. The process of setting goals also enables students to plan their time more effectively and quantify their progress.

This enables students to re-evaluate their performance and determine what they can achieve throughout the year. When I first went to university, my initial goal was to get a However, when I achieved a high first-class average for my second year, my long-term goal immediately changed.

I adjusted what I believed was possible for me and set a new higher goal. This is how I have seen students jump several grade bounds during a single year. They set a goal, hit it early which often surprises them, but fills them full of belief and raise their expectations and usually their performance. However, without setting a goal in the first place, the student cannot effectively measure, track or adjust their performance as they go.

Their education becomes a shot in the dark.

High School Grades Don't Always Accurately Reflect Your Ability

Use A Wider Variety of Learning Resources Using different resources is significantly more effective than using a single resource. A good example of this is to look at the earth from a single image. It does give you a perspective of what earth looks like, but you never get the whole picture until you look at it from several different angles and get several different perspectives.

Personal Interview : How to justify Low Academic Performance?

They can provide different associations and analogies The same is true of using different associations and analogies. In my opinion, it is certainly one of the most effective ways to learn more abstract subjects, such as the sciences or maths.Here are 7 tips to help you effectively communicate your great work!

Updating your LinkedIn profile with recent successes? Then helping people to discover how amazing you really are will be a major advantage. Too many people underplay their achievements!

They make diluted, underwhelming claims about their career successes. Question is, do YOU? Politicians are really good at describing achievement even if they sometimes do dress up the success of others as their own.

The very best politicians, who have acted with integrity and courage, give us what I have identified as seven keys to describing achievements. I have taken the above 7 keys and used them to create an example achievement. Read it through, and try to spot them. You should now be able to identify the components of this statement and how I have used the 7 keys to create it. Have you an effective or unusual way of describing your achievements?

Then share your thoughts by leaving a comment. Know an 8th? Then please tell us by leaving a comment below…. Can you do it by yourself? Let me take the self-doubt, head-scratching and frustration off your plate. Save Save. Simon is a creative and passionate business leader dedicated to having fun in the pursuit of high performance and personal development. Simon is also an Ambassador for Gloucestershire business.

Thanks for these valuable tips Simon. Very useful for my next performance appraisal. I think most people completely blow it on 3. Many applicants I have interviewed over the years completely fail in quantifying the results they achieved. At the end of every project I always attempt to quantify my results. If nothing else this gives me a benchmark for my next project and annual review time.

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