Kimin's English class is having a discussion about whether they should spend more time focusing on writing exercises instead of
analyzing texts. Kimin does not believe they should focus more on writing exercises, but everyone else in the class is saying that they support this option. If Kimin is now asked to write down his preference and hand it to the instructor, what will he likely do? Kimin will stick to his original opinion and express support for analyzing texts. Even though he doesn't really agree, Kimin will conform to the group and express support for more writing exercises. Research cannot tell us anything about what Kimin will do. Kimin will express support for the group opinion (to focus more on writing exercises) and will actually have convinced himself that this is what he wants.
Kimin will stick to his original opinion and express support for analyzing texts.
In this type of situation, Kimin would most likely try to appeal to the students in order to make them feel valued while maintaining his authority in the class at the same time.
Because of this, she will most likely stick to his original opinion, but he will offer some sort of acknowledgment or support for the opposing option that popular among the students.
I would address the colleague by trying to convey him the importance of recording and presenting the data of overall assessment of the child through a continued process and also tell him how deceptive it would be to present data that present only one side of the real assessment.
<u>Explanation:
</u>
The process of assessment in itself should be a complete process so as to secure the truest possible results from the assessment.
Presenting any data that would only cover a small share of the entire reality is not advisable in any given circumstances as the data would deceive the parents about the progress of their child.
