無門関
Any and all feedback related to your learning starts (and often ends) with this:
Copies of that guide can be found underneath the poster-sized iteration by our door:
This guide is one of many, of course, and only one way we have emphasized the need for in-class focus. Here is another. These are universal skills and traits linked to clear systems for instruction, assessment, and feedback. Any of our guides and essays will help you; this one, on “the keys to the course,” may help you more than others.
The more closely you read this particular guide, in fact, the more clearly you will understand high or low GAP scores. You will even begin to see that some low scores should be lower, based on these criteria, while some high scores are inflated1.
Another way to look at this space: In here, it is almost always easier to do well and harder to fail than you think. This is capitulation to the impact of the final number. It is a process independent from the authentic feedback you receive elsewhere, repeatedly.
If you have not already done so, use this guide to interrogate your performance. Let the verb, interrogate, drive your analysis. The root is rogare, which means “to ask” or “to question.” Put your questions and the answers they generate in writing.
Not enough to call it a floating standard, but enough to link to Jesness in a footnote. ↩