In the lecture, the speaker casts doubts on the idea that there are three important factors to be

considered in order to evaluate students such as grades, attendance, and participation which
were covered in the reading. By providing counterexamples, the lecturer claims that it does
not provide good effect to evaluate student's attendance and participation.
To begin with, the lecture contradicts the idea that student's attendance have to be graded
importantly, as mentioned in the reading. According to reading passage, if it is changed like
this, students will not skip classes and students will have more opportunities to learn since
they attend more classes. However, the lecture points out that although students attended
classes, we cannot know what if they really studied in the classes. Many students sleep and
do other stuffs in class; moreover, those cannot attend classes because of unavoidable reasons
such as sickness will be discouraged.
Secondly, the lecture contends that it will not be a productive participation. In the reading,
participation also has to be heavily evaluated. Good participation means more chance to learn
so it can prove that the students are valuable, and this will encourage active participation, so
it will not only improve individual but also the whole classes. On the contrary, the lecture
indicates that participation like because of that kind of reason has lower quality. Also, if we
want to know the students are taking part in the classes, we better ask questions for them.
Lastly, the lecture asserts that students' efforts should not be graded. Based on the reading
passage, students effort also have to be graded. If we do that, students will try harder. In
addition, students will be challenged difficult subject to show their efforts. Nevertheless, the
speaker maintains that grading hard work will make students abuse hard subjects. They will
take the lessons because of the "effort grade". Also, students will pretend like they are
challenging and making effort.