Similar to training a pet by using both positive and negative reinforcement, the timing of feedback is directly proportional to the effect it has on the individual. If a company gives formal evaluation in December of each year, they are probably too late to correct habits that have formed from poor performance that occurred in January of the same year. However, properly executed performance management systems do take time - specifically, time that could be spent directly generating revenue or cutting cost. Somewhere in the middle, each company must determine where the "sweet spot" is for them. A student can think of nothing worse than arriving at the end of a semester and finding out that they are doing more poorly than they had thought, only to find that it is too late to catch up. Still, students must hold some accountability for knowing what the rules are up front and playing by them properly. a. If you were the teacher in this scenario, how often would you provide the students with feedback regarding how they were doing in your course? How did you arrive at this frequency? How much of your time would this take to do each work considering that you are also handling five other classes needing close monitoring and attention. b. Now that you know how often you will provide the students with feedback, exactly how will you track each student's performance? Will it be done electronically, mentally, in a worksheet, on paper or some other way? Make a prototype of this tracking mechanism.

Depending on the subject and student level, a tutor will indeed track a student's performance for various ways. In a basic math class, the teacher may grade homework assignments or online quizzes. This depends on the type of response being given.

Step-by-step explanation

A teacher would provide feedback to students on a frequency that is appropriate for the students' level of understanding and the subject matter being taught. For a first-time student in a basic math class, feedback may be given every day to ensure that the student is keeping up with the class. For a student in an upper-level math class, feedback may be given every other week or once a month, as the student is expected to be able to work more independently.

The frequency of feedback can also depend on the type of feedback being given. For example, if a teacher is providing positive reinforcement, feedback may be given more often than if the teacher is providing negative reinforcement.

A teacher would track a student's performance in a number of ways, depending on the subject matter and the level of the student. For a student in a basic math class, the teacher may track the student's progress on worksheets or online quizzes. For a student in an upper-level math class, the teacher may track the student's progress on tests and homework assignments.

A teacher would track a student's performance in a number of ways, depending on the subject matter and the level of the student. For a student in a basic math class, the teacher may track the student's progress on worksheets or online quizzes. For a student in an upper-level math class, the teacher may track the student's progress on tests and homework assignments. Additionally, the teacher may keep a mental record of the student's progress, noting which concepts the student struggles with and providing additional help in those areas.