I mine, in a traditional school, the assessment process is not influenced by the quality of the teaching itself (I mean the process that the teacher built), as a result of which the student had to learn this material

I mine, in a traditional school, the assessment process is not influenced by the quality of the teaching itself (I mean the process that the teacher built), as a result of which the student had to learn this material. For example: After the control dictation or control work, the teacher discovers that the majority of students coped poorly with the task, “2” and “3” prevail. He informs them of the results and points out the typical mistakes. At the same time analyzing the learning process, he comes to the conclusion that methodological mistakes were made. And now the teacher plans to correct his mistakes, but the marks have already been set, they are entered in the journal and begin to influence the lives and relationships of children. This is an example when a teacher was critical of his pedagogical work. In practice, we often observe a different attitude of the teacher to this situation. The teacher shifts all the blame for the test results onto the student's shoulders, accusing him of negligence and poor preparation at home. The issues of the quality of the teaching process built by the teacher remain aside and do not become the subject of analysis and the reason for this situation. It can be concluded that one of the reasons for the poor preparedness of the student for the lesson, negative marks on tests and other learning and education results is the quality of the educational process organized by the teacher.