The reading passage and the lecture both talk about evaluation of educational service. The author of reading believes that there are three kinds of benefits of the evaluation. However, the lecturer rebuffs the reading passage’s arguments by giving three convincing evidences.
To start with, the lecturer claims that evaluating educational service is not trustable. This is because many students give feedback based on popularities rather than qualities. Students often get emotional when they give reviews on their instructors. For this reason, reviews which students give can not be used as reliable data for the evaluation. This goes against the author’s point that students are at the right position to evaluate their instructors.
On top of that, the speaker asserts that students who are consumers of educational service are too immature and biased. She supports her idea by suggesting that educational services are different from any other services, so the same method of evaluation should not be used. (앞선 문장과 이 문장 사이의 연결고리가 무엇인지?) Consequently, educators rarely take feedback seriously. (이 문장은 또 직전 문장과 무슨 관계?) However, this contradicts the writer’s assertion that students should evaluate the educational service since they are the consumers.
Finally, the lecturer mentions that the evaluation does not motivate educators. She says there is a study saying which says that teachers disregard bad reviews and since they can not make everybody satisfy satisfied, teachers do not care a few students’ bad feedbacks. So, many teachers do not bother to be better. (직전 문장에서 “do not care a few bad feedbacks” --> 이 문장: “do not bother to be better” 논리적으로 비약이 있죠) This counters the reading passage’s view that students’ evaluations allow teacher to improve their abilities.
Writing 0-30 scale
Fair (21-24)
전반적으로 문법면에서 오류는 적은 편입니다. 다만 listening 내용을 요약하고 정리하는 과정에서 지문에서 제시된 논리를 잘 파악해서 정리해주세요.