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I
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8
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2
2
Tea
ch
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a
tio
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b
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(
Ta
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.
A
lmu
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589
teac
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2)
Ar
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e
u
s
ed
t
o
d
eter
m
i
n
e
teac
h
er
p
er
f
o
r
m
a
n
ce
s
u
ch
as
s
tu
d
en
t
ev
alu
atio
n
o
r
r
atin
g
,
p
ee
r
an
d
s
elf
-
e
v
alu
atio
n
,
an
d
ad
m
in
is
tr
ato
r
/h
ea
d
s
r
atin
g
[2
]
,
[
4]
.
T
h
e
b
e
n
ef
it
o
f
u
s
in
g
m
u
ltip
le
s
o
u
r
ce
s
r
ath
er
th
an
a
s
in
g
le
s
o
u
r
ce
o
f
d
at
a,
is
th
at
ev
alu
ato
r
s
o
r
d
ec
is
io
n
-
m
ak
er
s
ca
n
b
e
p
r
o
v
i
d
ed
with
a
p
ictu
r
e
o
f
teac
h
er
p
r
ac
tice
th
at
is
clo
s
er
to
th
e
r
e
alities
o
f
d
ay
-
to
-
d
ay
teac
h
in
g
p
r
ac
tices,
b
ased
u
p
o
n
wh
ich
ap
p
r
o
p
r
iate
an
d
ef
f
ec
tiv
e
d
ec
is
io
n
s
ca
n
b
e
m
ad
e.
As
Z
h
an
g
[
5
]
ar
g
u
es,
u
s
in
g
m
u
ltip
le
s
o
u
r
ce
s
ca
n
v
a
l
id
ate
o
n
e
an
o
th
e
r
,
t
h
er
eb
y
r
ed
u
cin
g
b
ias
an
d
in
cr
ea
s
in
g
v
ali
d
ity
.
R
eliab
ilit
y
ca
n
also
b
e
in
cr
ea
s
ed
b
y
u
s
in
g
m
u
ltip
le
s
o
u
r
ce
s
as
ea
ch
o
n
e
h
as
a
d
if
f
er
en
t
m
ar
g
in
o
f
er
r
o
r
[
6
]
.
Fu
r
t
h
er
m
o
r
e,
u
s
in
g
m
u
ltip
le
s
o
u
r
ce
s
r
ef
lects
th
e
m
u
ltifa
ce
ted
n
atu
r
e
o
f
tea
ch
er
p
er
f
o
r
m
an
ce
an
d
as
s
u
ch
,
ca
n
also
b
e
u
s
ef
u
l
to
teac
h
er
s
in
th
e
f
o
r
m
o
f
f
ee
d
b
ac
k
th
at
id
en
tifie
s
th
eir
wea
k
n
ess
es
an
d
s
tr
en
g
th
s
[
7
]
.
T
h
is
m
ay
ex
p
lain
wh
y
t
ea
ch
er
s
in
th
e
s
tu
d
y
[
3]
s
u
p
p
o
r
t
th
e
u
s
e
o
f
m
u
ltip
le
to
o
ls
o
f
ev
alu
atio
n
in
th
eir
p
er
f
o
r
m
an
ce
ev
alu
atio
n
.
T
ea
ch
er
s
in
th
e
s
tu
d
y
p
r
im
ar
ily
f
av
o
r
e
d
class
r
o
o
m
o
b
s
er
v
atio
n
b
y
h
ea
d
s
o
r
in
s
p
e
cto
r
s
as
a
to
o
l
o
f
p
er
f
o
r
m
an
ce
ev
al
u
atio
n
,
as
well
as
s
tu
d
en
ts
’
ac
h
iev
em
en
t,
s
elf
-
ev
alu
atio
n
,
p
ee
r
e
v
alu
atio
n
an
d
teac
h
in
g
p
o
r
tf
o
lio
.
W
h
ile
th
er
e
was
le
s
s
s
u
p
p
o
r
t
f
o
r
s
tu
d
en
t
e
v
alu
a
tio
n
co
m
p
a
r
ed
to
th
ese
o
th
er
to
o
ls
,
teac
h
er
s
d
id
f
av
o
r
t
h
e
id
ea
o
f
allo
win
g
th
ei
r
s
tu
d
en
ts
to
p
r
o
v
id
e
o
p
in
io
n
s
ab
o
u
t th
eir
teac
h
in
g
.
I
t
ap
p
ea
r
s
th
at
in
s
elec
tin
g
a
p
p
r
o
p
r
iate
ev
al
u
atio
n
s
,
th
e
le
v
el
o
f
ed
u
ca
tio
n
is
a
co
n
s
id
e
r
atio
n
.
Fo
r
ex
am
p
le,
B
ar
n
ett,
Ma
tth
ews,
an
d
J
ac
k
s
o
n
[
8
]
s
tated
c
o
m
p
ar
is
o
n
b
etwe
en
s
tu
d
e
n
t
e
v
alu
atio
n
a
n
d
s
elf
-
ev
alu
atio
n
o
f
teac
h
er
s
in
h
i
g
h
er
ed
u
ca
tio
n
,
1
2
e
v
alu
ati
o
n
ite
m
s
wer
e
g
iv
en
to
s
tu
d
e
n
ts
an
d
3
1
item
s
r
eg
ar
d
in
g
teac
h
in
g
a
b
ilit
y
,
teac
h
in
g
m
at
er
ials
,
co
n
ten
t
o
r
g
a
n
izatio
n
a
n
d
teac
h
er
k
n
o
wled
g
e,
wer
e
g
i
v
en
to
th
e
teac
h
er
s
;
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
wer
e
f
o
u
n
d
b
etwe
en
th
e
r
esu
lts
o
f
s
tu
d
en
t
ev
alu
atio
n
a
n
d
teac
h
er
s
elf
-
ev
alu
atio
n
r
esu
lts
.
B
y
co
n
tr
ast,
in
a
s
tu
d
y
co
m
p
ar
in
g
s
tu
d
en
t
ev
alu
ati
o
n
a
n
d
s
elf
-
e
v
alu
atio
n
an
d
h
e
ad
s
o
f
d
ep
ar
tm
e
n
ts
’
ev
alu
atio
n
in
h
ig
h
s
ch
o
o
ls
,
E
id
[
9
]
f
o
u
n
d
s
o
m
e
s
ig
n
if
ica
n
t
d
if
f
er
en
ce
s
.
T
h
e
m
ea
n
o
f
s
tu
d
en
t
ev
alu
atio
n
was
h
ig
h
er
t
h
an
th
e
m
ea
n
o
f
ev
al
u
atio
n
b
y
teac
h
er
s
th
em
s
elv
e
s
an
d
h
ea
d
s
o
f
d
e
p
ar
tm
en
ts
,
wh
ich
s
u
g
g
ests
th
at
s
tu
d
en
ts
at
th
is
lev
el
o
f
ed
u
ca
tio
n
s
ee
th
eir
teac
h
er
s
b
etter
th
an
teac
h
er
s
s
ee
th
em
s
elv
es
o
r
h
ea
d
s
o
f
d
ep
ar
tm
en
t.
E
id
claim
ed
t
h
at
s
tu
d
en
ts
m
ay
al
s
o
b
e
d
elib
er
a
tely
p
r
esen
tin
g
a
p
o
s
itiv
e
p
ictu
r
e
o
f
th
ei
r
teac
h
e
r
in
f
r
o
n
t
o
f
th
e
e
v
alu
ato
r
s
.
T
h
is
h
y
p
o
th
esis
is
in
d
icate
d
in
p
r
ev
io
u
s
s
tu
d
ies
wh
ich
f
o
u
n
d
th
at
y
o
u
n
g
er
s
tu
d
en
t
s
ten
d
to
ev
alu
ate
th
ei
r
teac
h
er
s
-
b
ased
p
er
s
o
n
ality
r
ath
e
r
th
a
n
p
r
ac
tice,
as
lo
we
r
s
co
r
es
wer
e
g
iv
en
to
s
tr
ict
teac
h
er
s
an
d
h
ig
h
er
s
co
r
es
to
t
ea
ch
er
s
wh
o
wer
e
p
er
ce
i
v
ed
a
s
co
n
s
id
er
ate
o
f
th
em
[
1
0
]
.
E
l
s
ewh
er
e,
Peter
s
o
n
,
W
ah
lq
u
is
t
an
d
B
o
n
e
[
1
1
]
in
d
i
ca
te
th
at
s
tu
d
en
ts
ar
e
ab
le
to
e
v
alu
ate
teac
h
er
s
b
ased
o
n
th
eir
teac
h
in
g
b
u
t
th
at
th
is
r
eq
u
ir
es th
e
u
s
e
o
f
item
s
o
f
ev
alu
atio
n
t
h
at
ar
e
ap
p
r
o
p
r
ia
te
f
o
r
th
e
s
tu
d
e
n
t le
v
el.
I
n
ter
m
s
o
f
p
ee
r
ev
alu
atio
n
,
a
s
f
o
u
n
d
b
y
p
r
e
v
io
u
s
s
tu
d
ies,
p
ee
r
f
ee
d
b
a
ck
it
o
n
e
o
f
s
ev
e
r
al
way
s
in
wh
ich
teac
h
er
s
ca
n
s
h
a
r
e
th
e
ir
ex
p
er
ien
ce
an
d
k
n
o
wled
g
e
with
ea
ch
o
th
e
r
;
f
ee
d
b
ac
k
f
r
o
m
p
ee
r
s
ca
n
b
e
h
elp
f
u
l
to
ch
an
g
e
o
r
d
e
v
elo
p
th
eir
teac
h
in
g
,
an
d
ex
ch
a
n
g
in
g
wr
itten
(
b
o
th
f
o
r
t
h
e
teac
h
e
r
wr
itin
g
it
an
d
th
e
teac
h
er
r
ec
eiv
i
n
g
it)
ca
n
b
e
a
u
s
ef
u
l
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
en
t
ex
er
cise
[2
]
,
[
12
]
,
[
1
3
]
.
Peer
ev
alu
atio
n
ca
n
also
b
e
u
tili
ze
d
in
a
s
u
m
m
ativ
e
way
b
y
r
ef
lectin
g
h
o
w
teac
h
in
g
is
d
eliv
er
ed
b
y
th
eir
s
ch
o
o
l
s
taf
f
t
o
s
tu
d
e
n
ts
an
d
in
v
o
lv
in
g
ap
p
r
aisal
o
r
p
er
s
o
n
al
d
ec
is
io
n
s
[
1
4
]
,
[
15
]
.
H
o
wev
er
,
u
s
in
g
p
ee
r
ev
al
u
atio
n
i
n
th
is
way
ca
n
b
e
p
r
o
b
lem
atic
f
o
r
teac
h
er
s
as
it
r
eq
u
ir
es
h
ig
h
lev
els
o
f
tr
u
s
t
[
1
6
]
.
I
n
a
d
d
itio
n
,
Z
h
an
g
[
5
]
p
o
i
n
t
o
u
t
th
at
p
er
s
o
n
al
r
elatio
n
s
h
ip
ca
n
in
f
l
u
en
ce
e
v
alu
atio
n
wh
e
n
u
s
ed
to
m
ak
e
ju
d
g
m
en
t
o
r
d
ec
is
io
n
ab
o
u
t
c
o
lleag
u
es;
b
ias
an
d
s
u
b
jectiv
ity
ca
n
b
e
i
n
cr
ea
s
ed
wh
en
th
er
e
is
m
is
u
n
d
e
r
s
tan
d
i
n
g
am
o
n
g
teac
h
e
r
s
,
th
er
eb
y
f
u
r
th
er
u
n
d
er
m
in
in
g
th
e
v
alu
e
o
f
p
ee
r
e
v
alu
atio
n
[
1
2
]
.
T
h
u
s
,
f
r
o
m
th
e
teac
h
e
r
s
’
p
er
s
p
ec
tiv
es,
p
ee
r
ev
alu
a
tio
n
s
ee
m
s
to
b
e
m
o
r
e
v
alu
ab
le
wh
en
u
s
ed
f
o
r
m
ati
v
ely
[
3
]
.
No
n
eth
eless
,
if
u
s
ed
f
o
r
s
u
m
m
ativ
e
o
r
f
o
r
m
ati
v
e
p
u
r
p
o
s
es
an
d
to
m
itig
ate
ag
ain
s
t
b
ias
an
d
s
u
b
j
ec
tiv
e
in
p
ee
r
ev
alu
atio
n
,
co
n
s
is
ten
cy
o
f
in
ter
p
r
etatio
n
will
b
e
s
tr
en
g
th
e
n
ed
b
y
clea
r
p
er
f
o
r
m
an
ce
g
u
id
elin
es
an
d
ex
p
licit c
r
iter
ia
o
f
teac
h
in
g
[
1
2
]
,
[
17]
.
W
ith
r
eg
ar
d
to
th
e
r
o
le
o
f
h
ea
d
s
o
f
d
ep
ar
tm
e
n
ts
,
Alm
u
tair
i
[
2
]
f
o
u
n
d
th
at
th
ey
ar
e
m
o
r
e
in
v
o
lv
ed
in
teac
h
er
ev
al
u
atio
n
c
o
m
p
ar
ed
t
o
h
ea
d
teac
h
e
r
s
an
d
in
s
p
ec
to
r
s
an
d
th
at
teac
h
er
v
alu
e
d
th
eir
ev
alu
ativ
e
r
o
le
f
a
r
m
o
r
e
h
ig
h
ly
th
a
n
o
th
er
in
ter
n
al
o
r
ex
ter
n
al
e
v
alu
ato
r
s
.
On
e
o
f
th
e
r
ea
s
o
n
s
f
o
r
th
is
,
Alm
u
t
air
i
ex
p
lain
s
,
is
th
at
h
ea
d
s
o
f
d
ep
ar
tm
e
n
ts
ar
e
m
o
r
e
s
p
ec
ialized
.
On
e
h
ea
d
teac
h
er
in
ter
v
iewe
d
in
h
is
r
esear
ch
ac
k
n
o
wled
g
e
d
th
at
a
lack
o
f
s
u
b
ject
k
n
o
wled
g
e
wa
s
a
p
r
o
b
lem
in
ter
m
s
o
f
ev
alu
a
tin
g
teac
h
er
s
in
th
ei
r
v
ar
i
o
u
s
s
u
b
ject
s
p
ec
ialis
m
s
.
Fo
r
ex
am
p
le,
o
r
ig
in
ally
a
teac
h
er
o
f
Ar
ab
ic,
h
e
f
o
u
n
d
h
im
s
elf
b
ein
g
e
x
p
ec
ted
t
o
ev
a
lu
ate
t
ea
ch
er
s
o
f
E
n
g
lis
h
an
d
d
id
n
o
t
f
ee
l
q
u
alif
ied
t
o
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T
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ity
o
f
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d
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Evaluation Warning : The document was created with Spire.PDF for Python.
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2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
2
,
J
u
n
e
2
0
2
1
:
5
8
8
-
5
9
6
590
teac
h
er
s
‘
s
elf
’
is
s
u
p
p
o
r
ted
b
y
a
s
tu
d
y
t
h
at
co
m
p
ar
ed
ev
alu
a
tio
n
b
y
h
ea
d
s
o
f
d
ep
ar
tm
e
n
t
e
v
alu
atio
n
a
n
d
s
elf
-
ev
alu
atio
n
wh
ich
f
o
u
n
d
n
o
s
ig
n
if
ican
t d
if
f
er
e
n
ce
s
b
et
wee
n
th
e
r
ep
o
r
ts
[
9
]
.
I
n
c
o
n
tr
ast,
o
th
er
s
tu
d
ies ar
g
u
e
th
at
s
elf
-
ev
alu
atio
n
p
r
o
v
id
es
an
in
ac
cu
r
ate
r
ef
lectio
n
o
f
teac
h
er
s
’
p
er
f
o
r
m
a
n
ce
co
m
p
ar
ed
to
o
th
er
f
o
r
m
s
o
f
ev
alu
atio
n
,
d
u
e
to
th
e
p
o
s
s
ib
i
lity
o
f
m
is
r
ep
r
esen
tatio
n
an
d
m
is
r
e
p
o
r
tin
g
[
1
8
]
an
d
b
ec
a
u
s
e
teac
h
er
s
’
v
iew
o
f
th
eir
o
wn
p
er
f
o
r
m
an
ce
ca
n
v
a
r
y
f
r
o
m
d
ay
to
d
ay
[
1
9
]
.
Fu
r
t
h
er
m
o
r
e,
Z
h
a
n
g
[
5
]
f
o
u
n
d
th
at
s
o
m
e
teac
h
er
s
m
ay
o
v
er
-
r
ate
t
h
em
s
elv
es
–
in
th
eir
v
iew
–
th
ey
ju
s
t th
in
k
,
th
e
y
d
eser
v
e
a
h
ig
h
s
co
r
e.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
r
esear
ch
is
s
tatis
tically
d
escr
ip
tiv
e
in
n
atu
r
e
b
ec
a
u
s
e
it
is
g
r
o
u
n
d
ed
in
th
e
n
ee
d
t
o
d
e
s
cr
ib
e
an
d
in
ter
p
r
et
an
d
is
co
n
ce
r
n
ed
with
co
n
d
i
tio
n
s
o
r
r
elatio
n
s
h
ip
s
th
at
ex
is
t
[
2
0
]
.
Fu
r
th
er
m
o
r
e,
it
is
u
s
ed
to
d
eter
m
in
e
d
if
f
er
en
c
es a
n
d
co
m
p
ar
e
s
im
ilar
ities
[
2
1
]
.
2
.
1
.
I
ns
t
rum
ent
B
ef
o
r
e
co
n
s
tr
u
ctin
g
th
e
in
s
tr
u
m
en
ts
f
o
r
th
is
s
tu
d
y
,
th
e
r
es
e
ar
ch
er
r
ev
iewe
d
t
h
e
r
elev
an
t
liter
atu
r
es
p
er
tain
in
g
to
teac
h
e
r
ev
al
u
atio
n
.
C
u
r
r
e
n
t
teac
h
er
ev
alu
ati
o
n
cr
iter
ia
in
Ku
wait
as
d
escr
ib
ed
in
T
ea
ch
er
E
v
alu
atio
n
Sy
s
tem
N
o
.
3
6
/2
0
0
6
[
2
2
]
wer
e
r
e
v
iewe
d
,
alo
n
g
with
o
th
er
cr
iter
ia
f
o
r
ev
alu
ati
n
g
teac
h
er
s
s
u
ch
as
[1
]
,
[
23
]
-
[
2
5
]
.
Ho
wev
e
r
,
th
e
a
ctu
al
ev
alu
atio
n
s
u
r
v
ey
in
s
tr
u
m
en
ts
u
s
ed
f
o
r
t
h
is
s
tu
d
y
ar
e
u
n
iq
u
e.
C
lo
s
ed
q
u
esti
o
n
s
wer
e
ch
o
s
en
to
b
u
ild
th
e
s
u
r
v
ey
in
s
tr
u
m
en
t
as
th
is
ty
p
e
o
f
q
u
esti
o
n
m
a
k
es
it
ea
s
ie
r
to
d
r
aw
co
m
p
ar
is
o
n
s
b
etwe
en
g
r
o
u
p
s
,
as
well
as
b
ein
g
e
asy
to
co
m
p
lete
b
y
p
ar
ticip
an
ts
[
2
1
]
,
[
2
6
]
.
Fo
u
r
s
u
r
v
ey
i
n
s
tr
u
m
en
ts
wer
e
d
esi
g
n
ed
f
o
r
teac
h
e
r
s
,
p
ee
r
s
,
h
ea
d
s
d
ep
ar
tm
e
n
ts
,
an
d
s
tu
d
en
ts
r
e
s
p
ec
tiv
ely
,
in
o
r
d
er
to
m
ak
e
th
ese
ap
p
r
o
p
r
iate
f
o
r
ea
ch
p
ar
ticip
an
t
g
r
o
u
p
.
Par
ticip
an
ts
wer
e
as
k
ed
ab
o
u
t
th
e
f
o
llo
win
g
asp
ec
ts
:
in
s
tr
u
ctio
n
,
ass
ess
m
en
t,
m
an
a
g
em
en
t,
s
tu
d
en
ts
,
an
d
i
n
ter
ac
t
io
n
&
co
o
p
e
r
atio
n
.
E
ac
h
s
u
b
-
s
ec
tio
n
co
m
p
r
is
ed
f
iv
e
item
s
,
ex
ce
p
t
f
o
r
th
e
last
ca
teg
o
r
y
(
in
ter
ac
tio
n
a
n
d
c
o
o
p
er
atio
n
)
w
h
ich
co
m
p
r
is
ed
f
o
u
r
item
s
,
to
talin
g
24
item
s
.
T
h
e
it
em
s
wer
e
m
ea
s
u
r
ed
o
n
a
5
-
p
o
in
t
L
ik
er
t
-
t
y
p
e
s
c
ale
(
f
r
o
m
n
ev
er
t
o
alwa
y
s
/
f
r
o
m
f
ar
b
elo
w
t
o
f
ar
ab
o
v
e
s
tan
d
a
r
d
s
)
.
T
h
e
in
s
tr
u
m
en
ts
wer
e
d
esig
n
ed
in
E
n
g
lis
h
an
d
wer
e
th
en
tr
an
s
lated
f
r
o
m
E
n
g
lis
h
to
Ar
a
b
ic
b
y
th
e
r
esear
ch
er
,
th
en
b
ac
k
tr
an
s
late
d
b
y
th
r
ee
p
r
o
f
ess
io
n
al
tr
an
s
la
to
r
s
to
en
s
u
r
e
th
at
th
e
tr
an
s
latio
n
s
wer
e
ac
cu
r
ate
an
d
wer
e
ap
p
r
o
p
r
iate
f
o
r
a
c
o
n
tex
t
in
w
h
ich
th
e
o
f
f
icial
la
n
g
u
ag
e
is
Ar
a
b
ic.
No
s
ig
n
if
ica
n
t d
is
cr
ep
an
cies
wer
e
f
o
u
n
d
ed
o
r
r
ep
o
r
ted
b
y
tr
a
n
s
lato
r
s
.
2
.
2
.
Sa
m
ple a
nd
p
ro
ce
du
re
T
h
e
tar
g
et
p
o
p
u
latio
n
f
o
r
th
i
s
s
tu
d
y
was
h
ea
d
o
f
d
ep
ar
tm
en
t,
teac
h
er
s
,
p
ee
r
an
d
s
tu
d
e
n
ts
in
h
ig
h
s
ch
o
o
l.
Six
teen
h
ig
h
s
ch
o
o
ls
f
r
o
m
f
o
u
r
d
is
tr
icts
in
Ku
wait
(
4
o
f
6
d
is
tr
icts
)
wer
e
r
an
d
o
m
ly
ch
o
s
en
as:
f
o
u
r
h
ig
h
s
ch
o
o
ls
f
r
o
m
ea
ch
d
is
tr
ic
t,
o
f
wh
ich
two
s
ch
o
o
ls
wer
e
t
au
g
h
t
b
y
f
em
ale
teac
h
er
s
an
d
two
s
ch
o
o
ls
tau
g
h
t
b
y
m
ale
teac
h
er
s
.
T
h
e
r
esear
ch
er
o
b
tain
e
d
co
n
s
en
t
an
d
p
er
m
is
s
io
n
to
co
llect
p
ar
ticip
an
ts
’
r
esp
o
n
s
es
d
u
r
in
g
t
h
e
s
ec
o
n
d
s
em
ester
o
f
th
e
2
0
1
8
–
2
0
1
9
ac
ad
em
ic
y
ea
r
f
r
o
m
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
in
Ku
wait
(
M
OE
)
.
T
h
e
ev
a
lu
atio
n
s
u
r
v
ey
in
s
tr
u
m
en
ts
wer
e
d
is
tr
ib
u
ted
b
y
v
is
itin
g
s
ch
o
o
ls
an
d
ask
in
g
th
e
s
ch
o
o
l a
d
m
in
is
tr
atio
n
to
m
ee
t d
if
f
er
e
n
t
h
ea
d
s
o
f
d
e
p
ar
tm
en
ts
i
n
o
r
d
er
to
e
v
alu
ate
two
teac
h
e
r
s
’
p
e
r
f
o
r
m
an
ce
in
th
eir
d
ep
a
r
tm
en
ts
an
d
th
en
ask
th
o
s
e
two
teac
h
er
s
wh
o
h
ad
b
ee
n
e
v
a
lu
ated
b
y
th
eir
h
ea
d
s
o
f
d
ep
a
r
tm
en
t
to
p
ar
ticip
ate
in
s
elf
a
n
d
p
ee
r
ev
alu
atio
n
.
Af
ter
th
at,
th
e
r
esear
ch
er
ask
e
d
th
e
s
ch
o
o
l
ad
m
i
n
is
tr
atio
n
to
h
an
d
o
u
t
th
e
in
s
tr
u
m
en
t
to
a
b
o
u
t
1
0
s
tu
d
en
ts
in
class
es
o
f
th
o
s
e
teac
h
e
r
s
wh
o
p
ar
ticip
ated
in
s
elf
a
n
d
p
ee
r
e
v
alu
a
tio
n
,
to
e
v
alu
ate
t
h
eir
tea
ch
er
’
s
p
e
r
f
o
r
m
an
ce
.
T
h
e
r
esear
ch
er
o
b
tain
ed
3
0
0
r
esp
o
n
s
es
f
r
o
m
teac
h
i
n
g
s
taf
f
as:
1
0
0
f
r
o
m
h
ea
d
s
o
f
d
e
p
a
r
tm
en
ts
,
1
0
0
f
r
o
m
teac
h
er
s
‘
s
elf
-
ev
alu
atio
n
’
,
1
0
0
f
r
o
m
p
ee
r
s
,
an
d
9
1
2
f
r
o
m
s
tu
d
en
ts
.
2
.
3
.
Va
lid
it
y
Acc
o
r
d
in
g
t
o
Fra
en
k
el,
W
allen
an
d
Hy
u
n
[
2
7
]
,
v
alid
ity
is
“th
e
ap
p
r
o
p
r
iaten
ess
,
co
r
r
ec
tn
ess
,
m
ea
n
in
g
f
u
ln
ess
an
d
u
s
ef
u
ln
es
s
o
f
th
e
s
p
ec
if
ic
in
f
er
en
ce
s
r
e
s
ea
r
ch
er
s
m
ak
e
b
ased
o
n
t
h
e
d
ata
th
ey
co
llect”.
T
h
o
r
n
d
ik
e
an
d
T
h
o
r
n
d
ik
e
-
C
h
r
is
t
[
2
8
]
ex
p
lain
d
if
f
er
e
n
t
ty
p
es
o
f
v
alid
ity
ex
is
t
in
ed
u
ca
tio
n
al
r
esear
ch
s
u
ch
as
co
n
ten
t,
c
o
n
s
tr
u
ct
an
d
cr
iter
io
n
.
I
n
th
is
r
esear
ch
,
co
n
ten
t
wa
s
test
ed
th
r
o
u
g
h
co
llectin
g
ev
i
d
en
ce
b
y
e
x
p
er
ts
i
n
th
e
ar
ea
wh
o
s
er
v
ed
as
ju
d
g
e
s
,
as
th
is
f
o
r
m
o
f
v
alid
ity
is
u
s
ef
u
l
wh
en
th
e
q
u
esti
o
n
s
ar
e
well
k
n
o
wn
an
d
id
en
tifia
b
le
[
2
9
]
.
T
h
e
item
s
o
f
th
e
ev
al
u
atio
n
in
s
tr
u
m
e
n
ts
wer
e
d
is
cu
s
s
ed
with
f
o
u
r
ac
ad
em
ic
s
taf
f
in
th
e
Sch
o
o
l
o
f
E
d
u
ca
tio
n
at
Ku
w
ait
Un
iv
er
s
ity
an
d
f
iv
e
h
ea
d
s
teac
h
er
in
th
e
K
u
waiti
MO
E
.
T
h
ey
wer
e
ask
e
d
wh
eth
er
th
e
item
s
wer
e
well
p
r
esen
ted
an
d
clea
r
,
wh
et
h
er
th
ey
a
d
d
r
ess
ed
th
e
s
tu
d
y
aim
s
,
an
d
wh
eth
er
th
ey
co
u
ld
g
e
n
er
ate
s
u
itab
le
an
s
wer
s
.
T
h
e
s
u
r
v
ey
in
s
tr
u
m
en
ts
wer
e
ju
d
g
ed
to
b
e
a
p
p
r
o
p
r
iate,
co
r
r
ec
t
an
d
m
ea
n
in
g
f
u
l f
o
r
th
e
teac
h
er
s
as
s
elf
an
d
p
ee
r
ev
alu
ato
r
s
an
d
f
o
r
th
e
h
ea
d
s
o
f
d
ep
ar
tm
e
n
t a
n
d
s
tu
d
en
ts
.
A
p
ilo
t
s
tu
d
y
with
th
r
ee
teac
h
er
s
,
th
r
ee
p
ee
r
teac
h
er
s
,
th
r
e
e
h
ea
d
s
o
f
d
ep
ar
tm
e
n
t
an
d
f
o
u
r
s
tu
d
en
ts
was
also
ca
r
r
ied
o
u
t:
p
ar
ticip
an
ts
wer
e
in
ter
v
iewe
d
af
ter
co
m
p
letin
g
th
e
ev
alu
atio
n
in
s
tr
u
m
en
ts
in
o
r
d
e
r
to
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Tea
ch
er e
va
lu
a
tio
n
b
y
d
iffer
en
t in
tern
a
l e
va
lu
a
t
o
r
s
:
H
ea
d
s
o
f d
ep
a
r
tmen
ts
,
tea
ch
er
s
…
(
Ta
la
l S
.
A
lmu
ta
ir
i
)
591
v
alid
ate
th
e
co
n
s
tr
u
ct
in
ter
m
s
o
f
h
o
w
p
a
r
ticip
an
ts
in
ter
p
r
et
e
d
th
e
cr
iter
ia
an
d
h
o
w
well
in
s
tr
u
m
en
t w
o
r
k
e
d
,
as
r
ec
o
m
m
en
d
ed
in
[
2
9
]
.
Par
ticip
an
ts
wer
e
ask
ed
to
r
ep
o
r
t
th
eir
ex
p
er
ien
ce
o
f
f
illi
n
g
in
th
e
s
u
r
v
ey
an
d
wh
at
wer
e
th
ey
th
in
k
in
g
as
th
e
y
d
id
s
o
.
T
h
eir
r
esp
o
n
s
es
in
t
h
ese
in
ter
v
iews
co
n
f
ir
m
ed
th
at
th
e
in
s
tr
u
m
en
ts
wer
e
m
ea
s
u
r
in
g
an
d
r
ef
lectin
g
ac
cu
r
ate
r
esp
o
n
s
es.
2
.
4
.
Relia
bil
it
y
C
r
o
n
b
ac
h
’
s
alp
h
a
was
u
s
ed
to
s
h
ed
lig
h
t
o
n
th
e
r
esu
lts
o
f
th
e
in
te
r
n
al
co
n
s
is
ten
cy
r
el
iab
ili
ty
o
f
ag
g
r
eg
ated
s
ca
les.
Acc
o
r
d
i
n
g
to
C
o
h
en
,
Ma
n
io
n
an
d
M
o
r
r
is
o
n
[
2
1
]
,
an
alp
h
a
co
ef
f
icie
n
t
g
r
ea
ter
th
an
.
9
0
in
d
icate
s
th
at
th
e
in
s
tr
u
m
en
t
i
s
v
er
y
h
ig
h
l
y
r
eliab
le,
wh
ile
an
alp
h
a
o
f
less
th
an
.
7
0
in
d
icate
s
an
u
n
r
eliab
le
in
s
tr
u
m
en
t.
T
a
b
le
1
s
h
o
ws
th
a
t
th
e
r
eliab
ilit
y
o
f
th
e
p
ee
r
m
e
as
u
r
e
r
eg
ar
d
in
g
in
ter
ac
tio
n
an
d
co
o
p
er
atio
n
was
.
7
9
,
wh
ich
in
d
icate
s
th
at
th
is
s
ca
le
wa
s
r
eliab
le.
Oth
er
s
c
ales
m
ea
s
u
r
in
g
wer
e
f
o
u
n
d
t
o
b
e
b
etwe
en
v
er
y
h
ig
h
ly
r
eliab
le
an
d
h
i
g
h
ly
r
eli
ab
le.
T
est
–
r
etest
w
as
also
u
s
e
d
to
m
ea
s
u
r
e
th
e
r
eliab
ilit
y
o
f
th
e
in
s
tr
u
m
en
t
in
th
is
s
tu
d
y
.
Fo
r
t
h
is
test
–
r
etest,
th
e
s
am
p
le
co
m
p
r
is
ed
f
iv
e
te
ac
h
er
s
,
f
iv
e
h
ea
d
s
o
f
d
e
p
ar
tm
en
ts
,
f
iv
e
p
ee
r
an
d
f
iv
e
s
tu
d
en
ts
.
T
h
e
test
–
r
etest
p
er
io
d
was
1
2
d
ay
s
,
as
r
ec
o
m
m
en
d
e
d
b
y
C
o
o
p
er
a
n
d
S
ch
i
n
d
ler
[
3
0
]
wh
o
s
u
g
g
est th
at
th
e
p
er
io
d
b
etwe
e
n
th
e
f
ir
s
t a
n
d
th
e
s
ec
o
n
d
ap
p
li
ca
tio
n
s
h
o
u
ld
b
e
n
o
t to
o
s
h
o
r
t
o
r
to
o
l
o
n
g
.
A
t
-
test
was
u
s
ed
to
an
aly
ze
t
est
-
r
etest
r
esu
lt
s
,
as
in
d
icate
d
in
[
2
1
]
.
T
ab
l
e
2
s
h
o
ws
th
e
r
esu
lt
o
f
th
e
p
air
ed
t
-
test
,
d
eter
m
in
in
g
t
h
e
m
ea
n
r
esp
o
n
s
es
f
o
r
th
e
ag
g
r
e
g
ated
s
ca
les
ac
r
o
s
s
two
p
er
io
d
s
.
T
h
e
p
-
v
alu
e
was
s
et
at
>.
0
5
f
o
r
all
s
ca
les,
in
d
ic
atin
g
n
o
s
tatis
tical
d
if
f
er
en
ce
b
etwe
en
th
e
p
ar
ticip
an
ts
’
r
esp
o
n
s
es
in
th
e
s
co
r
es
o
n
th
e
test
an
d
r
etest.
T
h
er
ef
o
r
e,
th
e
s
u
r
v
e
y
in
s
tr
u
m
en
ts
wer
e
r
eliab
le.
T
ab
le
1
.
C
r
o
n
b
ac
h
’
s
a
lp
h
a
r
es
u
lts
f
o
r
th
e
ag
g
r
eg
ate
d
s
ca
les
S
c
a
l
e
s
N
u
mb
e
r
o
f
i
t
e
ms
S
a
mp
l
e
C
r
o
n
b
a
c
h
’
s
a
l
p
h
a
I
n
st
r
u
c
t
i
o
n
5
H
e
a
d
o
f
d
e
p
a
r
t
me
n
t
.
9
1
Te
a
c
h
e
r
.
9
0
P
e
e
r
.
8
7
S
t
u
d
e
n
t
.
9
3
A
ssessme
n
t
5
H
e
a
d
o
f
d
e
p
a
r
t
me
n
t
.
9
1
Te
a
c
h
e
r
.
8
9
P
e
e
r
.
8
4
S
t
u
d
e
n
t
.
9
2
M
a
n
a
g
e
m
e
n
t
5
H
e
a
d
o
f
d
e
p
a
r
t
me
n
t
.
8
9
Te
a
c
h
e
r
.
9
1
P
e
e
r
.
8
2
S
t
u
d
e
n
t
.
9
2
S
t
u
d
e
n
t
s
5
H
e
a
d
o
f
d
e
p
a
r
t
me
n
t
.
9
1
Te
a
c
h
e
r
.
9
0
P
e
e
r
.
9
0
S
t
u
d
e
n
t
.
9
4
I
n
t
e
r
a
c
t
i
o
n
&
c
o
o
p
e
r
a
t
i
o
n
4
H
e
a
d
o
f
d
e
p
a
r
t
me
n
t
.
9
0
Te
a
c
h
e
r
.
8
7
P
e
e
r
.
7
9
S
t
u
d
e
n
t
.
9
4
T
ab
le
2
.
Pair
ed
Sam
p
le
test
f
o
r
test
-
r
etest
S
c
a
l
e
s
M
e
a
n
d
i
f
f
e
r
e
n
c
e
(
1
st
&
2
nd
)
S
t
d
.
d
e
v
i
a
t
i
o
n
S
t
d
.
e
r
r
o
r
mea
n
9
5
%
i
n
t
e
r
v
a
l
o
f
t
h
e
d
i
f
f
e
r
e
n
c
e
t
DF
p
-
v
a
l
u
e
Lo
w
e
r
U
p
p
e
r
I
n
st
r
u
c
t
i
o
n
.
1
2
0
0
0
.
8
9
7
7
2
.
2
0
0
7
4
-
.
3
0
0
1
4
.
5
4
0
1
4
.
5
9
8
19
.
5
5
7
A
ssessme
n
t
-
.
1
8
0
0
0
.
8
2
8
1
9
.
1
8
5
1
9
-
.
5
6
7
6
0
.
2
0
7
6
0
-
.
9
7
2
19
.
3
4
3
M
a
n
a
g
e
m
e
n
t
-
.
0
3
0
0
0
.
2
9
2
1
8
.
0
6
5
3
3
-
.
1
6
6
7
4
.
1
0
6
7
4
-
.
4
5
9
19
.
6
5
1
S
t
u
d
e
n
t
s
.
1
6
0
0
0
.
6
5
0
8
3
.
1
4
5
5
3
-
.
1
4
4
6
0
.
4
6
4
6
0
1
.
0
9
9
19
.
2
8
5
I
n
t
e
r
a
c
t
i
o
n
&
c
o
o
p
e
r
a
t
i
o
n
.
1
2
5
0
0
.
6
8
1
0
4
.
1
5
2
2
9
-
.
1
9
3
7
4
.
4
4
3
7
4
.
8
2
1
19
.
4
2
2
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
3
.
1
.
Resul
t
s
T
h
e
r
esu
lts
o
f
th
e
in
f
er
en
tial
an
a
ly
s
is
,
T
ab
le
3
s
h
o
w
s
a
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
er
en
c
e
b
etwe
en
in
ter
n
al
ev
alu
ato
r
s
with
r
eg
ar
d
s
to
in
s
tr
u
ctio
n
,
a
s
s
ess
m
en
t,
m
an
ag
em
en
t,
s
tu
d
en
t,
in
ter
ac
tio
n
an
d
co
o
p
er
atio
n
.
E
ac
h
ag
g
r
eg
ated
s
ca
le
h
as
a
p
-
v
alu
e
o
f
<.
0
5
.
T
h
er
ef
o
r
e,
T
u
k
ey
’
s
HSD
p
o
s
t
h
o
c
test
was
ch
o
s
en
to
c
alcu
late
th
e
m
ea
n
d
if
f
er
en
ce
b
etwe
en
h
ea
d
s
o
f
d
ep
ar
tm
en
ts
’
e
v
alu
ati
o
n
o
f
th
e
teac
h
er
,
s
elf
-
ev
alu
at
i
o
n
,
p
ee
r
ev
alu
atio
n
an
d
s
tu
d
en
ts
’
ev
al
u
atio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
2
,
J
u
n
e
2
0
2
1
:
5
8
8
-
5
9
6
592
T
ab
le
3
.
ANOV
A
r
esu
lts
o
f
s
am
p
le
g
r
o
u
p
s
(
teac
h
e
r
s
,
h
ea
d
s
o
f
d
ep
a
r
tm
en
ts
,
p
ee
r
an
d
s
tu
d
e
n
ts
)
S
c
a
l
e
G
r
o
u
p
i
n
g
v
a
r
i
a
b
l
e
S
u
m
o
f
s
q
u
a
r
e
s
df
M
e
a
n
sq
u
a
r
e
F
P
-
v
a
l
u
e
I
n
st
r
u
c
t
i
o
n
B
e
t
w
e
e
n
g
r
o
u
p
s
W
i
t
h
i
n
g
r
o
u
p
s
To
t
a
l
1
6
7
.
2
6
6
3
5
5
.
7
5
5
3
3
.
0
9
6
.
0
0
0
2
0
3
5
.
0
8
8
1
2
0
8
1
.
6
8
5
2
2
0
2
.
3
5
4
1
2
1
1
A
ssessme
n
t
B
e
t
w
e
e
n
g
r
o
u
p
s
W
i
t
h
i
n
g
r
o
u
p
s
To
t
a
l
7
7
.
2
2
7
3
2
5
.
7
4
2
1
4
.
4
1
0
.
0
0
0
2
1
5
8
.
0
2
5
1
2
0
8
1
.
7
8
6
2
2
3
5
.
2
5
3
1
2
1
1
M
a
n
a
g
e
m
e
n
t
B
e
t
w
e
e
n
g
r
o
u
p
s
W
i
t
h
i
n
g
r
o
u
p
s
To
t
a
l
1
2
6
.
6
2
3
3
4
2
.
2
0
8
2
3
.
7
9
8
.
0
0
0
2
1
4
2
.
4
7
3
1
2
0
8
1
.
7
7
4
2
2
6
9
.
0
9
6
1
2
1
1
S
t
u
d
e
n
t
B
e
t
w
e
e
n
g
r
o
u
p
s
W
i
t
h
i
n
g
r
o
u
p
s
To
t
a
l
7
4
.
7
8
2
3
2
4
.
9
2
7
1
2
.
4
8
2
.
0
0
0
2
4
1
2
.
4
6
0
1
2
0
8
1
.
9
9
7
2
4
8
7
.
2
4
2
1
2
1
1
I
n
t
e
r
a
c
t
i
o
n
&
c
o
o
p
e
r
a
t
i
o
n
B
e
t
w
e
e
n
g
r
o
u
p
s
W
i
t
h
i
n
g
r
o
u
p
s
To
t
a
l
2
1
3
.
4
3
7
3
7
1
.
1
4
6
4
1
.
3
12
.
0
0
0
2
0
8
0
.
3
7
1
1
2
0
8
1
.
7
2
2
2
2
9
3
.
8
0
8
1
2
1
1
T
ab
le
4
s
h
o
ws
th
e
m
ea
n
d
if
f
er
en
ce
b
etwe
en
in
ter
n
al
ev
al
u
ato
r
s
with
r
eg
ar
d
s
to
in
s
tr
u
ctio
n
as
an
ag
g
r
eg
ated
s
ca
le.
T
wo
o
p
p
o
s
ite
p
atter
n
s
ar
e
r
ev
ea
led
:
th
e
d
i
s
tr
ib
u
tio
n
o
f
s
tu
d
e
n
t
ev
alu
atio
n
s
is
s
k
ewe
d
at
th
e
h
ig
h
er
e
n
d
as
th
e
m
ea
n
v
alu
e
is
(
m
=3
.
6
6
)
wh
ile
th
e
d
is
tr
ib
u
tio
n
o
f
p
ee
r
in
ter
n
al
ev
al
u
atio
n
s
is
s
k
ewe
d
to
war
d
s
th
e
lo
wer
en
d
o
f
th
e
s
ca
le
as
th
e
m
ea
n
v
alu
e
is
(
m
=2
.
3
1
)
.
Oth
er
e
v
alu
ato
r
s
f
all
s
o
m
ewh
er
e
in
b
etwe
en
th
e
s
tu
d
en
ts
an
d
p
ee
r
s
with
r
eg
ar
d
s
t
o
in
s
tr
u
ctio
n
.
T
h
is
d
ata
s
u
g
g
ests
th
at
s
tu
d
e
n
ts
ten
d
to
war
d
s
p
r
o
v
id
in
g
a
b
e
tter
p
ictu
r
e
o
f
teac
h
er
p
er
f
o
r
m
an
ce
th
an
teac
h
er
s
th
em
s
elv
es
in
ter
m
s
o
f
in
s
tr
u
ctio
n
.
As
ea
ch
ev
alu
ato
r
was
ask
ed
ab
o
u
t
te
ac
h
er
p
er
f
o
r
m
an
ce
r
eg
ar
d
in
g
to
u
n
d
er
s
tan
d
i
n
g
th
e
ce
n
tr
al
c
o
n
ce
p
ts
,
r
ep
r
esen
tin
g
co
n
ten
t
ac
c
u
r
ately
f
o
r
s
tu
d
e
n
ts
,
l
in
k
in
g
co
n
ten
t
with
s
tu
d
en
t
ex
p
er
ien
ce
s
,
ac
h
iev
in
g
lear
n
in
g
tar
g
ets,
p
lan
n
i
n
g
less
o
n
s
in
a
ju
s
tifia
b
le
s
eq
u
en
ce
.
Oth
er
wis
e,
p
ee
r
ev
alu
at
o
r
s
h
av
e
an
o
th
e
r
p
o
in
t
v
iew
a
b
o
u
t
t
h
eir
co
ll
ea
g
u
e
p
e
r
f
o
r
m
an
ce
th
at
is
d
i
f
f
er
en
t
a
b
o
u
t
wh
at
s
tu
d
en
ts
r
ef
lect,
wh
at
h
ea
d
o
f
d
ep
ar
tm
en
t
an
d
teac
h
er
th
em
s
elv
es
r
ef
lect
ab
o
u
t
teac
h
er
s
’
p
er
f
o
r
m
a
n
ce
in
ter
m
o
f
in
s
tr
u
ctio
n
.
T
ab
le
4
.
T
u
k
ey
’
s
HSD
p
o
s
t h
o
c
test
,
i
n
s
tr
u
ctio
n
ag
g
r
e
g
ated
s
ca
le
I
n
st
r
u
c
t
i
o
n
N
M
e
a
n
M
e
a
n
d
i
f
f
e
r
e
n
c
e
Te
a
c
h
e
r
P
e
e
r
S
t
u
d
e
n
t
H
e
a
d
d
e
p
a
r
t
m
e
n
t
1
0
0
3
.
3
2
.
0
5
8
.
9
8
0
*
.
3
4
1
Te
a
c
h
e
r
1
0
0
3
.
2
6
.
9
2
2
*
.
3
9
9
*
P
e
e
r
1
0
0
2
.
3
4
1
.
3
2
*
S
t
u
d
e
n
t
9
1
2
3
.
6
6
I
n
ter
m
o
f
ass
ess
in
g
s
tu
d
en
ts
in
th
e
class
r
o
o
m
,
in
ter
n
al
e
v
alu
ato
r
s
ar
e
ask
ed
to
e
v
alu
a
te
teac
h
er
p
er
f
o
r
m
an
ce
wi
th
r
eg
a
r
d
t
o
th
e
f
o
llo
win
g
cr
iter
ia:
u
s
in
g
ass
ess
m
en
t
to
o
ls
th
at
ar
e
co
n
g
r
u
en
t
with
cu
r
r
icu
lu
m
tar
g
ets;
ass
e
s
s
in
g
s
tu
d
en
t
u
n
d
er
s
tan
d
in
g
d
u
r
in
g
in
s
tr
u
ctio
n
;
p
r
o
v
id
i
n
g
f
ee
d
b
ac
k
to
s
tu
d
en
ts
in
a
tim
ely
m
an
n
er
;
u
s
in
g
ass
ess
m
en
t
d
a
ta
in
o
r
d
er
to
r
etea
ch
s
tu
d
en
t
s
if
n
ee
d
e
d
;
r
ec
o
r
d
i
n
g
s
tu
d
e
n
t
ac
h
iev
em
en
t
an
d
h
an
d
lin
g
r
ec
o
r
d
s
.
T
ab
le
5
s
h
o
ws
a
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
s
elf
-
teac
h
er
ev
alu
atio
n
,
h
ea
d
o
f
d
e
p
ar
tm
en
t
an
d
s
tu
d
en
t,
as
th
er
e
ar
e
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
b
etwe
en
th
e
r
atin
g
f
r
o
m
th
ese
ev
alu
ato
r
s
.
B
y
co
n
t
r
ast,
th
er
e
is
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
b
etwe
en
p
ee
r
r
ep
o
r
ts
an
d
o
th
er
ev
alu
ato
r
s
’
r
ep
o
r
ts
r
eg
a
r
d
in
g
ass
ess
m
en
t,
s
u
g
g
esti
n
g
th
at
p
ee
r
s
p
er
ce
iv
e
th
eir
c
o
lleag
u
es
less
f
av
o
u
r
ab
ly
in
ter
m
s
o
f
th
eir
ass
ess
m
en
t
p
r
ac
tices
wh
e
n
co
m
p
ar
ed
to
teac
h
er
s
’
s
elf
-
p
e
r
ce
p
t
io
n
s
an
d
th
e
p
er
ce
p
tio
n
s
o
f
o
th
e
r
in
t
er
n
al
e
v
alu
ato
r
s
.
T
ab
le
5
.
T
u
k
ey
’
s
HSD
p
o
s
t h
o
c
test
,
a
s
s
e
s
s
m
en
t a
g
g
r
eg
ated
s
ca
le
A
ssessme
n
t
N
M
e
a
n
M
e
a
n
d
i
f
f
e
r
e
n
c
e
Te
a
c
h
e
r
P
e
e
r
S
t
u
d
e
n
t
H
e
a
d
d
e
p
a
r
t
m
e
n
t
1
0
0
3
.
4
4
.
0
4
6
.
7
2
0
*
.
1
8
9
Te
a
c
h
e
r
1
0
0
3
.
3
9
.
6
7
4
*
.
2
3
5
Pe
er
1
0
0
2
.
7
2
.
9
0
9
*
S
t
u
d
e
n
t
9
1
2
3
.
6
2
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Tea
ch
er e
va
lu
a
tio
n
b
y
d
iffer
en
t in
tern
a
l e
va
lu
a
t
o
r
s
:
H
ea
d
s
o
f d
ep
a
r
tmen
ts
,
tea
ch
er
s
…
(
Ta
la
l S
.
A
lmu
ta
ir
i
)
593
T
ab
le
6
p
r
esen
ts
th
e
ev
alu
at
io
n
s
o
f
th
e
teac
h
er
s
’
a
b
ilit
y
to
m
an
ag
e
th
eir
class
r
o
o
m
s
,
f
r
o
m
th
e
d
if
f
er
en
t
in
ter
n
al
p
er
s
p
ec
tiv
es.
T
h
e
r
esu
lts
s
h
o
w
a
d
if
f
er
en
ce
b
etwe
en
p
ee
r
ev
alu
ato
r
s
an
d
o
th
er
s
in
th
is
item
,
wh
ich
in
clu
d
es
th
e
f
o
llo
win
g
cr
iter
ia:
th
e
teac
h
e
r
’
s
ab
il
ity
to
cr
ea
te
a
class
r
o
o
m
e
n
v
ir
o
n
m
en
t
th
at
is
r
esp
ec
tf
u
l
f
o
r
s
tu
d
en
ts
;
th
e
teac
h
er
’
s
ab
ilit
y
to
o
r
g
an
ize
th
e
class
r
o
o
m
en
v
ir
o
n
m
e
n
t
to
s
u
p
p
o
r
t
lear
n
in
g
ac
tiv
ities
;
th
e
teac
h
er
’
s
ab
ilit
y
to
en
g
ag
e
an
d
e
n
co
u
r
ag
e
s
tu
d
en
ts
in
p
r
o
d
u
ctiv
e
lear
n
in
g
a
ctiv
it
ies;
th
e
ex
ten
t
to
wh
ich
th
e
teac
h
er
m
an
ag
e
s
an
d
m
ax
im
izes
less
o
n
tim
e;
th
e
teac
h
er
’
s
ab
ilit
y
to
d
ea
l
with
an
d
co
n
tr
o
l
s
tu
d
en
t
b
eh
a
v
io
r
.
As
with
th
e
p
r
ev
io
u
s
item
,
p
ee
r
e
v
alu
ato
r
s
ju
d
g
e
t
h
e
p
er
f
o
r
m
a
n
ce
o
f
th
e
ir
co
lleag
u
es
m
o
r
e
h
ar
s
h
ly
th
an
th
ey
ju
d
g
e
th
ei
r
o
wn
an
d
h
o
w
th
eir
p
er
f
o
r
m
an
ce
is
r
ated
b
y
h
ea
d
s
o
f
d
ep
ar
tm
en
ts
an
d
th
eir
s
tu
d
en
ts
.
T
ab
le
6
.
T
u
k
ey
’
s
HSD
p
o
s
t h
o
c
test
,
m
an
ag
em
en
t a
g
g
r
eg
ate
d
s
ca
le
M
a
n
a
g
e
m
e
n
t
N
M
e
a
n
M
e
a
n
d
i
f
f
e
r
e
n
c
e
Te
a
c
h
e
r
P
e
e
r
S
t
u
d
e
n
t
H
e
a
d
d
e
p
a
r
t
m
e
n
t
1
0
0
3
.
2
8
.
0
5
6
.
7
6
0
*
.
3
7
9
*
Te
a
c
h
e
r
1
0
0
3
.
3
3
.
8
1
6
*
.
3
2
3
P
e
e
r
1
0
0
2
.
5
2
1
.
1
3
*
S
t
u
d
e
n
t
9
1
2
3
.
6
5
I
n
ter
m
o
f
d
ea
lin
g
with
s
tu
d
e
n
ts
,
T
ab
le
7
s
h
o
ws
d
if
f
er
en
ce
s
b
etwe
en
teac
h
er
s
elf
-
ev
alu
atio
n
s
an
d
th
eir
s
tu
d
en
ts
,
wh
o
r
ate
th
eir
teac
h
er
’
s
p
er
f
o
r
m
a
n
ce
f
ar
h
ig
h
er
,
an
d
d
if
f
er
e
n
ce
s
b
etwe
en
teac
h
er
s
elf
-
ev
alu
atio
n
a
n
d
p
ee
r
e
v
alu
ati
o
n
in
wh
ich
c
o
lleag
u
es
r
ate
ea
ch
o
t
h
er
’
s
p
e
r
f
o
r
m
an
ce
f
ar
lo
wer
.
T
h
is
item
in
clu
d
ed
th
e
f
o
llo
win
g
cr
it
er
ia:
ask
in
g
an
d
an
s
wer
in
g
ef
f
ec
tiv
e
q
u
esti
o
n
s
th
at
p
r
o
m
o
te
in
-
de
p
th
u
n
d
er
s
tan
d
i
n
g
;
h
elp
i
n
g
s
t
u
d
e
n
ts
to
r
ec
o
g
n
ize
th
e
v
alu
e
o
f
s
u
b
ject
m
atter
;
g
iv
in
g
s
tu
d
en
ts
th
e
o
p
p
o
r
tu
n
ity
to
th
in
k
,
t
o
talk
an
d
s
o
m
e
r
esp
o
n
s
ib
ilit
ies
in
s
id
e
th
e
class
r
o
o
m
;
an
d
co
m
m
u
n
icatin
g
clea
r
ly
a
n
d
e
f
f
ec
tiv
ely
with
s
tu
d
en
ts
.
As
in
T
a
b
le
4
,
th
e
d
i
s
t
r
ib
u
tio
n
o
f
s
tu
d
e
n
t
ev
al
u
atio
n
s
is
s
k
ewe
d
to
war
d
s
th
e
h
ig
h
er
en
d
o
f
th
e
s
ca
le
wh
ile
th
e
d
is
tr
ib
u
tio
n
o
f
p
ee
r
ev
alu
atio
n
s
is
s
k
ewe
d
to
war
d
s
th
e
lo
wer
en
d
o
f
th
e
s
ca
le.
T
ab
le
7
.
T
u
k
ey
’
s
HSD
p
o
s
t h
o
c
test
,
s
tu
d
en
t a
g
g
r
eg
ate
d
s
ca
le
S
t
u
d
e
n
t
N
M
e
a
n
M
e
a
n
d
i
f
f
e
r
e
n
c
e
Te
a
c
h
e
r
P
e
e
r
S
t
u
d
e
n
t
H
e
a
d
d
e
p
a
r
t
m
e
n
t
1
0
0
3
.
3
6
.
0
7
8
.
5
0
0
.
3
2
4
Te
a
c
h
e
r
1
0
0
3
.
2
8
.
4
2
2
.
4
0
2
*
P
e
e
r
1
0
0
2
.
8
6
.
8
2
4
*
S
t
u
d
e
n
t
9
1
2
3
.
6
8
T
ab
le
8
s
h
o
ws
h
o
w
teac
h
er
s
wer
e
r
ated
in
ter
m
s
o
f
in
ter
a
ctio
n
an
d
c
o
o
p
e
r
atio
n
in
th
e
class
r
o
o
m
.
T
h
is
item
i
n
clu
d
es:
a
teac
h
er
’
s
in
ter
ac
tio
n
s
with
co
lleag
u
e,
p
ar
en
ts
an
d
s
tu
d
en
t;
a
teac
h
er
’
s
u
n
d
er
s
tan
d
i
n
g
o
f
an
d
r
esp
ec
t
f
o
r
th
e
d
if
f
er
e
n
t
b
elief
s
,
tr
ad
itio
n
s
an
d
v
al
u
e
o
f
o
th
e
r
s
;
a
teac
h
er
’
s
p
ar
ticip
atio
n
in
th
e
s
ch
o
o
l
co
m
m
u
n
ity
;
an
d
c
o
n
tr
ib
u
tio
n
t
o
n
o
n
-
d
u
ties
tea
ch
in
g
.
T
h
e
r
es
u
lts
s
h
o
w
th
at
teac
h
er
s
ar
e
o
v
er
r
ated
in
t
h
is
item
b
y
s
tu
d
en
ts
co
m
p
a
r
ed
to
teac
h
er
’
s
s
elf
-
ev
alu
atio
n
a
n
d
th
e
ev
alu
atio
n
o
f
h
ea
d
s
o
f
d
ep
ar
t
m
en
t,
wh
er
ea
s
th
e
d
is
tr
ib
u
tio
n
o
f
p
ee
r
e
v
alu
atio
n
s
is
ag
ain
s
k
ewe
d
to
war
d
th
e
l
o
wer
en
d
o
f
th
e
s
ca
le.
T
ab
le
8
.
T
u
k
ey
’
s
HSD
p
o
s
t h
o
c
test
,
in
ter
ac
tio
n
an
d
c
o
o
p
e
r
at
io
n
ag
g
r
eg
ated
s
ca
le
I
n
t
e
r
a
c
t
i
o
n
&
c
o
o
p
e
r
a
t
i
o
n
N
M
e
a
n
M
e
a
n
d
i
f
f
e
r
e
n
c
e
Te
a
c
h
e
r
P
e
e
r
S
t
u
d
e
n
t
H
e
a
d
d
e
p
a
r
t
m
e
n
t
1
0
0
3
.
2
0
.
1
1
2
.
9
2
5
*
.
5
0
2
*
Te
a
c
h
e
r
1
0
0
3
.
0
8
.
8
1
2
*
.
6
1
5
*
P
e
e
r
1
0
0
2
.
2
7
1
.
4
2
*
S
t
u
d
e
n
t
9
1
2
3
.
7
0
3
.
2
.
Dis
cus
s
io
n
T
h
er
e
is
m
u
ch
d
eb
ate
a
b
o
u
t
h
o
w
teac
h
er
ev
alu
atio
n
ca
n
b
e
ef
f
ec
tiv
e
in
ter
m
s
o
f
im
p
r
o
v
in
g
in
d
iv
id
u
al
d
ec
is
io
n
-
m
ak
in
g
,
d
ev
elo
p
m
e
n
t
an
d
im
p
r
o
v
e
m
en
t
o
f
teac
h
in
g
.
I
n
v
o
lv
in
g
d
if
f
er
en
t
in
ter
n
al
ev
alu
ato
r
s
in
th
is
p
r
o
ce
s
s
is
a
way
o
f
m
ak
in
g
th
e
s
y
s
tem
o
f
teac
h
er
ev
alu
atio
n
s
y
s
tem
m
o
r
e
ef
f
ec
tiv
e.
Fin
d
in
g
s
in
th
is
in
v
esti
g
atio
n
ar
e
g
r
o
u
p
ed
in
to
th
r
ee
ar
ea
s
f
o
r
th
e
p
u
r
p
o
s
e
o
f
th
is
d
is
cu
s
s
io
n
:
th
e
ac
cu
r
ac
y
o
f
p
ee
r
ev
alu
atio
n
co
m
p
ar
ed
to
s
elf
-
ev
alu
atio
n
an
d
h
ea
d
o
f
d
ep
ar
tm
en
t
e
v
alu
a
tio
n
;
teac
h
er
’
s
s
elf
-
ev
alu
atio
n
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
2
,
J
u
n
e
2
0
2
1
:
5
8
8
-
5
9
6
594
co
m
p
ar
ed
to
h
ea
d
o
f
d
ep
a
r
tm
en
t
ev
alu
atio
n
;
s
tu
d
en
t
ev
alu
a
tio
n
s
co
m
p
ar
e
d
to
b
o
th
teac
h
e
r
s
’
s
elf
-
ev
alu
atio
n
s
an
d
h
ea
d
s
o
f
d
e
p
ar
tm
en
ts
’
ev
a
lu
atio
n
s
.
Firstl
y
,
p
ee
r
ev
alu
atio
n
in
t
ea
ch
er
p
e
r
f
o
r
m
an
ce
e
v
alu
atio
n
s
h
o
u
ld
b
e
u
s
ed
o
n
ly
f
o
r
f
o
r
m
ativ
e
p
u
r
p
o
s
es
b
ec
au
s
e
u
s
in
g
it
f
o
r
s
u
m
m
ativ
e
p
u
r
p
o
s
es
is
p
r
o
b
le
m
atic
an
d
p
o
te
n
tially
d
iv
is
iv
e.
I
n
th
is
s
en
s
e,
th
is
s
tu
d
y
s
u
p
p
o
r
ts
[3
]
,
[
16
]
,
[
3
1
]
wh
o
co
n
clu
d
e
th
at
teac
h
er
s
’
p
ee
r
ev
alu
atio
n
s
s
h
o
u
ld
b
e
u
s
ed
f
o
r
m
ativ
ely
an
d
n
o
t
b
e
th
e
b
asis
f
o
r
d
ec
is
io
n
s
ab
o
u
t
p
r
o
m
o
tio
n
o
r
ten
u
r
e
.
T
h
e
ten
d
en
cy
f
o
r
p
ee
r
s
to
ju
d
g
e
th
eir
co
lleag
u
e
s
h
ar
s
h
ly
in
th
is
s
tu
d
y
s
u
g
g
est
s
th
at
th
e
ac
cu
r
ac
y
o
f
p
ee
r
ev
alu
atio
n
ca
n
b
e
u
n
d
er
m
in
e
d
b
y
s
u
b
jectiv
ity
,
p
r
ef
er
en
ce
o
r
p
r
ej
u
d
ice,
an
d
c
o
m
p
etitio
n
f
o
r
p
r
o
m
o
tio
n
.
T
h
er
ef
o
r
e,
th
e
f
in
d
in
g
s
in
th
is
s
t
u
d
y
ar
e
in
c
o
n
tr
ast
with
[
1
7
]
,
[
1
2
]
,
wh
o
s
u
g
g
est
ed
th
at
ex
p
licit
cr
iter
ia
a
n
d
c
lear
ev
alu
atio
n
g
u
id
elin
es
wh
en
ev
alu
atin
g
ea
ch
o
th
er
m
ig
h
t
b
e
h
elp
f
u
l
in
a
v
o
id
in
g
b
ias
an
d
s
u
b
jectiv
ity
.
Similar
ly
,
th
e
f
in
d
in
g
s
d
o
n
o
t
s
u
p
p
o
r
t
[
3
2
]
,
in
d
is
cu
s
s
in
g
b
est
p
ee
r
ev
alu
atio
n
p
r
ac
tice,
s
u
g
g
ested
in
f
o
r
m
i
n
g
teac
h
er
s
th
at
th
ey
wo
r
k
wi
th
ea
ch
o
th
er
r
at
h
er
th
an
ag
ai
n
s
t
ea
ch
o
th
er
.
I
n
th
is
s
tu
d
y
,
th
e
ev
alu
atio
n
s
u
r
v
ey
in
s
tr
u
m
e
n
t
co
n
s
is
ted
o
f
ex
p
licit
cr
iter
ia
an
d
g
u
id
elin
es
f
o
r
p
ee
r
ev
alu
atio
n
an
d
teac
h
er
s
wer
e
in
f
o
r
m
ed
ab
o
u
t
th
e
im
p
o
r
tan
ce
an
d
b
en
e
f
its
o
f
p
ee
r
ev
alu
atio
n
wh
e
n
th
ey
wo
r
k
with
ea
ch
o
th
e
r
.
T
h
e
f
in
d
i
n
g
s
i
n
th
is
s
tu
d
y
s
u
g
g
est
th
at
wh
e
n
teac
h
er
s
ar
e
ask
e
d
to
ev
alu
ate
th
em
s
elv
es
an
d
th
eir
co
lleag
u
es,
th
e
y
d
o
f
ee
l
in
c
o
m
p
etitio
n
with
o
n
e
a
n
o
th
e
r
an
d
will
n
o
t
r
ate
th
eir
co
lleag
u
e’
s
p
er
f
o
r
m
a
n
c
e
as
well
a
s
th
ey
r
ate
th
eir
o
wn
p
er
f
o
r
m
an
ce
.
C
o
n
s
eq
u
e
n
tly
,
in
clu
d
in
g
p
ee
r
ev
alu
atio
n
in
p
e
r
f
o
r
m
an
ce
e
v
alu
atio
n
s
y
s
tem
s
is
n
o
t
ef
f
ec
tiv
e
n
o
r
ac
cu
r
ate
wh
en
th
e
p
u
r
p
o
s
e
o
f
th
e
ev
alu
ati
o
n
is
s
u
m
m
ativ
e.
Sec
o
n
d
ly
,
th
is
s
tu
d
y
s
h
o
ws
co
n
s
is
ten
cy
b
etwe
en
teac
h
er
s
elf
-
ev
alu
atio
n
s
an
d
h
ea
d
o
f
d
ep
ar
tm
en
t
ev
alu
atio
n
s
,
wh
ich
is
in
lin
e
with
th
e
r
esu
lts
o
f
E
i
d
’
s
s
tu
d
y
[
9
]
.
H
o
wev
er
,
its
f
in
d
in
g
s
co
n
tr
ast
p
r
e
v
io
u
s
f
in
d
in
g
s
th
at
in
d
icate
s
elf
-
ev
alu
atio
n
m
ay
lea
d
to
in
ac
c
u
r
ate
r
ef
lectio
n
o
r
m
is
r
ep
o
r
tin
g
an
d
o
v
er
-
r
atin
g
b
y
teac
h
er
s
[5
]
,
[
18
]
,
[
19]
i
n
th
a
t
teac
h
er
s
in
th
is
s
tu
d
y
s
ee
m
ed
ab
le
to
ev
alu
ate
th
eir
p
er
f
o
r
m
an
ce
ac
cu
r
ately
with
o
u
t
an
y
ex
a
g
g
er
atio
n
.
T
h
is
m
ay
h
av
e
b
ee
n
b
ec
au
s
e
teac
h
er
s
k
n
ew
th
at
th
eir
s
elf
-
ev
alu
atio
n
s
wo
u
ld
b
e
co
m
p
ar
ed
with
th
e
ev
alu
atio
n
s
o
f
o
th
er
s
,
n
o
tab
ly
,
th
eir
h
ea
d
o
f
d
ep
ar
tm
en
t.
Hea
d
s
o
f
d
ep
a
r
tm
en
t
ar
e
lik
ely
to
b
e
m
o
r
e
in
v
o
lv
ed
in
th
e
teac
h
er
ev
alu
atio
n
p
r
o
ce
s
s
th
an
o
th
er
s
ev
alu
ato
r
s
,
an
d
th
ey
ar
e
s
ee
n
as
ex
p
er
ts
an
d
s
p
ec
ialized
in
th
eir
s
u
b
ject
[
2
]
,
s
o
teac
h
er
s
ar
e
lik
ely
to
r
esp
ec
t
th
eir
v
iews.
Pre
v
io
u
s
liter
a
tu
r
e
h
as
s
u
g
g
ested
th
at
teac
h
er
s
’
s
elf
-
ev
alu
atio
n
s
ar
e
s
u
s
ce
p
tib
le
to
m
is
r
ep
o
r
tin
g
o
r
m
is
r
ep
r
esen
tatio
n
an
d
th
at
th
er
e
is
to
o
m
u
ch
va
r
iatio
n
in
t
h
e
lev
el
o
f
f
ee
lin
g
s
f
r
o
m
d
ay
to
d
ay
t
h
at
u
n
d
er
m
in
es
th
e
v
alid
ity
o
f
th
ese
ev
alu
atio
n
s
an
d
th
at
th
is
co
u
ld
b
e
av
o
id
e
d
b
y
u
s
in
g
v
id
eo
/au
d
io
r
ec
o
r
d
in
g
s
o
f
les
s
o
n
s
o
r
wr
itin
g
d
o
wn
wh
at
h
a
p
p
en
ed
d
u
r
in
g
th
ei
r
less
o
n
an
d
u
s
in
g
th
ese
as
s
o
u
r
ce
s
o
f
d
at
a
t
o
ev
alu
ate
th
em
s
elv
es
[
3
3
]
.
T
h
is
in
v
esti
g
atio
n
h
as
s
h
o
wn
th
at
u
s
in
g
ex
p
licit,
well
o
r
g
a
n
ized
a
n
d
cl
ea
r
cr
iter
ia
o
r
ch
ec
k
lis
ts
in
th
e
s
elf
-
ev
alu
atio
n
s
u
r
v
ey
in
s
tr
u
m
en
t
ca
n
also
h
elp
an
d
s
u
p
p
o
r
t
teac
h
er
s
t
o
r
ef
lect
ac
cu
r
ately
o
n
th
eir
p
er
f
o
r
m
a
n
ce
,
th
er
e
b
y
av
o
id
i
n
g
m
is
r
ep
r
esen
tatio
n
s
o
f
th
eir
p
er
f
o
r
m
an
ce
.
T
h
ir
d
,
wh
en
ev
alu
ato
r
s
o
r
p
o
licy
m
ak
er
s
in
v
o
lv
e
s
tu
d
en
t
i
n
g
iv
in
g
o
p
in
io
n
s
o
r
v
iews
a
b
o
u
t
th
eir
teac
h
er
p
e
r
f
o
r
m
an
ce
,
th
ey
s
h
o
u
ld
b
e
ca
u
tio
u
s
.
As
th
e
r
es
u
lt
s
o
f
th
is
s
tu
d
y
s
h
o
w,
s
tu
d
en
ts
ten
d
to
o
v
er
-
ev
alu
ate
th
eir
teac
h
er
s
wh
e
n
co
m
p
ar
ed
with
teac
h
e
r
s
’
s
elf
-
ev
alu
atio
n
s
o
r
th
o
s
e
o
f
h
ea
d
s
o
f
d
ep
a
r
tm
en
ts
in
m
o
s
t
s
ca
les
o
f
e
v
alu
atio
n
.
I
n
th
is
r
eg
a
r
d
,
th
e
f
in
d
i
n
g
s
o
f
t
h
is
s
tu
d
y
a
r
e
c
o
n
s
is
ten
t
with
r
esear
ch
[
9
]
wh
ich
f
o
u
n
d
th
at
s
tu
d
en
ts
wan
t
to
s
h
o
w
th
eir
teac
h
er
s
in
a
g
o
o
d
lig
h
t
wh
e
n
u
n
d
er
s
cr
u
tin
y
f
r
o
m
o
u
ts
id
e
e
v
alu
ato
r
s
.
T
h
er
ef
o
r
e,
s
tu
d
en
ts
’
ev
alu
atio
n
s
o
f
teac
h
in
g
n
ee
d
to
b
e
i
n
ter
p
r
eted
with
ca
u
tio
n
an
d
s
h
o
u
ld
n
o
t
b
e
s
ee
n
a
s
p
r
im
ar
y
s
o
u
r
ce
s
th
at
ac
cu
r
ate
ly
r
ef
lect
teac
h
er
s
’
p
er
f
o
r
m
a
n
ce
.
I
n
th
is
s
en
s
e,
with
in
th
e
teac
h
er
ev
alu
atio
n
s
y
s
tem
,
s
tu
d
en
ts
’
ev
alu
atio
n
s
s
h
o
u
ld
b
e
n
o
t
g
iv
en
eq
u
al
weig
h
t
to
o
th
er
to
o
ls
an
d
p
er
s
p
e
ctiv
es,
b
u
t
m
ay
b
e
b
etter
u
s
ed
to
id
e
n
tify
p
atter
n
s
in
teac
h
er
p
e
r
f
o
r
m
an
ce
a
n
d
co
m
p
ar
e
to
o
th
er
e
v
alu
at
io
n
s
s
u
ch
as
s
elf
-
ev
alu
atio
n
s
o
r
h
ea
d
s
o
f
d
ep
ar
t
m
en
ts
r
ep
o
r
ts
wh
en
d
r
awin
g
co
n
clu
s
io
n
s
ab
o
u
t
o
v
e
r
all
p
er
f
o
r
m
an
ce
.
I
t
s
h
o
u
ld
also
b
e
tak
en
in
to
ac
co
u
n
t
th
at
ju
s
t
as
s
tu
d
en
ts
ca
n
o
v
er
-
r
ate
teac
h
er
s
th
ey
lik
e
o
r
r
esp
ec
t,
th
e
y
m
ay
also
u
n
d
er
-
r
ate
teac
h
er
s
th
ey
d
is
lik
e.
Ho
wev
er
,
s
tu
d
en
t
e
v
alu
atio
n
co
u
ld
b
e
f
r
u
itfu
lly
u
s
ed
f
o
r
f
o
r
m
ativ
e
p
u
r
p
o
s
es
to
p
r
o
v
id
e
f
ee
d
b
ac
k
to
teac
h
e
r
s
,
wh
er
e
ev
alu
atio
n
is
s
ee
n
a
s
f
o
r
teac
h
er
s
r
ath
er
th
an
ag
ai
n
s
t
th
em
[
3
4
]
,
[
3
5
]
,
th
is
r
ed
u
ce
s
s
o
m
e
o
f
t
h
e
co
n
ce
r
n
s
an
d
an
x
ieti
es tea
ch
er
s
m
ay
h
av
e
wh
en
ev
alu
ated
b
y
t
h
eir
s
tu
d
en
ts
[
3
5
]
.
4.
CO
NCLU
SI
O
N
T
h
e
r
esear
ch
f
o
u
n
d
th
at
th
er
e
is
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
b
etwe
en
teac
h
er
s
’
s
elf
-
ev
alu
atio
n
an
d
h
ea
d
s
o
f
d
e
p
ar
tm
en
ts
’
ev
alu
at
io
n
.
On
th
e
o
th
e
r
h
a
n
d
,
th
is
s
tu
d
y
f
in
d
s
t
h
at
s
u
b
jectiv
is
m
a
n
d
co
m
p
etitio
n
m
ay
h
av
e
an
ef
f
ec
t
o
n
p
ee
r
ev
alu
a
tio
n
an
d
s
tu
d
en
ts
m
a
y
o
v
er
-
e
v
alu
ate
th
eir
teac
h
er
s
’
p
er
f
o
r
m
an
ce
as
attem
p
t
to
d
r
aw
a
b
etter
p
ictu
r
e
o
f
th
eir
t
ea
ch
er
s
in
f
r
o
n
t o
f
ev
alu
ato
r
s
.
T
h
is
s
tu
d
y
h
as
g
iv
en
an
ac
co
u
n
t
o
f
teac
h
er
e
v
alu
atio
n
th
at
in
v
o
lv
es
v
ar
io
u
s
in
ter
n
al
ev
a
lu
ato
r
s
.
I
t
h
as
ar
g
u
e
d
t
h
at
p
ee
r
e
v
alu
at
io
n
s
h
o
u
ld
b
e
u
s
ed
f
o
r
f
o
r
m
ativ
e
p
u
r
p
o
s
es
o
n
ly
as
u
s
in
g
it
f
o
r
s
u
m
m
ativ
e
p
u
r
p
o
s
es
lead
s
to
s
u
b
jectiv
ely
an
d
is
o
f
te
n
o
v
e
r
ly
in
f
l
u
en
ce
d
b
y
th
e
n
e
g
ativ
e
ef
f
ec
t
o
f
co
m
p
etitio
n
.
Fu
r
th
er
m
o
r
e
,
d
u
e
to
th
e
ten
d
en
cy
o
f
o
v
er
-
r
atin
g
teac
h
er
s
’
p
er
f
o
r
m
a
n
ce
,
s
tu
d
en
t
ev
alu
at
io
n
s
h
o
u
ld
also
b
e
u
s
ed
f
o
r
f
o
r
m
ativ
e
p
u
r
p
o
s
es,
o
r
to
id
en
tify
p
atter
n
s
an
d
t
en
d
en
cies
th
at
ca
n
th
en
b
e
c
o
m
p
ar
ed
with
o
th
e
r
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Tea
ch
er e
va
lu
a
tio
n
b
y
d
iffer
en
t in
tern
a
l e
va
lu
a
t
o
r
s
:
H
ea
d
s
o
f d
ep
a
r
tmen
ts
,
tea
ch
er
s
…
(
Ta
la
l S
.
A
lmu
ta
ir
i
)
595
ev
alu
ativ
e
to
o
ls
.
B
y
co
n
tr
ast,
teac
h
er
s
ca
n
an
d
s
h
o
u
ld
b
e
in
v
o
lv
ed
in
ev
alu
atin
g
th
eir
o
w
n
p
er
f
o
r
m
an
ce
,
as
th
is
s
tu
d
y
h
as
s
h
o
wn
t
h
at
th
ey
ar
e
ab
le
to
d
o
s
o
q
u
ite
ac
c
u
r
a
tely
an
d
in
a
way
t
h
at
alig
n
s
with
th
e
ev
alu
atio
n
s
o
f
th
eir
h
ea
d
s
o
f
d
ep
ar
tm
e
n
t.
Fin
ally
,
th
is
r
esear
ch
r
ec
o
m
m
en
d
s
th
at
f
u
r
t
h
er
r
esear
ch
b
e
u
n
d
e
r
tak
en
as:
1
)
C
o
n
d
u
ct
s
im
ilar
r
esear
ch
in
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
.
As
b
ased
o
n
o
u
r
k
n
o
wled
g
e,
m
o
s
t
u
n
i
v
er
s
ities
an
d
c
o
lleg
es
in
Ku
wait
o
r
elsewh
er
e
o
n
ly
a
p
p
ly
s
tu
d
en
t
ev
alu
atio
n
an
d
s
o
m
e
o
f
th
em
also
ap
p
ly
p
ee
r
ev
al
u
atio
n
,
we
s
u
g
g
est
th
at
s
elf
-
ev
alu
atio
n
,
p
ee
r
ev
al
u
atio
n
,
h
ea
d
o
f
d
ep
ar
tm
e
n
t
ev
alu
atio
n
an
d
s
tu
d
en
t
ev
alu
ati
o
n
b
e
co
m
p
a
r
ed
in
h
ig
h
er
ed
u
ca
tio
n
;
2
)
C
o
m
p
ar
e
d
ata
o
v
er
s
ev
e
r
al
y
ea
r
s
a
n
d
in
d
if
f
er
en
t
tim
e
p
er
i
o
d
s
o
f
ex
is
tin
g
s
y
s
tem
s
at
s
ch
o
o
l
lev
el
th
a
t
a
p
p
ly
p
ee
r
,
s
elf
,
s
tu
d
en
t,
h
ea
d
s
o
f
d
ep
ar
t
m
en
ts
ev
alu
atio
n
s
.
C
o
n
d
u
ct
m
o
r
e
s
tu
d
ies
a
b
o
u
t
co
m
b
in
atio
n
o
f
ev
al
u
atio
n
d
ata
s
o
u
r
ce
s
,
b
ased
o
n
th
e
p
er
s
p
ec
tiv
es
o
f
s
tak
eh
o
ld
e
r
s
(
s
u
ch
as
h
o
lis
tic,
n
u
m
er
ical,
an
d
p
o
r
tf
o
lio
o
r
m
a
tr
ix
ap
p
r
o
ac
h
es)
.
RE
F
E
R
E
NC
E
S
[1
]
J.
No
lan
a
n
d
L.
Ho
o
v
e
r,
T
e
a
c
h
e
r
su
p
e
rv
isio
n
a
n
d
e
v
a
l
u
a
ti
o
n
:
T
h
e
o
ry
in
t
o
p
ra
c
ti
c
e
,
2
nd
e
d
.
Ho
b
o
k
e
n
,
N
J:
J
o
h
n
Wi
ley
&
S
o
n
s,
I
n
c
.
,
2
0
0
9
.
[2
]
T.
Alm
u
tairi,
“
Tea
c
h
e
r
Ev
a
lu
a
ti
o
n
in
Ku
wa
it
-
E
v
a
lu
a
ti
o
n
o
f
th
e
C
u
rre
n
t
S
y
ste
m
a
n
d
Co
n
si
d
e
ra
ti
o
n
o
f
Risk
-
Ba
se
d
An
a
ly
sis a
s
a
P
rin
c
i
p
le fo
r
F
u
r
th
e
r
De
v
e
lo
p
m
e
n
t
,
”
D
o
c
to
ra
l
Diss
e
rt
a
ti
o
n
,
Du
rh
a
m
Un
i
v
e
rsity
,
Du
r
h
a
m
,
UK
,
2
0
1
6
.
[3
]
T.
Alm
u
tairi,
P
.
T
y
m
m
s
,
a
n
d
P
.
Kin
d
,
“
T
h
e
to
o
ls
o
f
tea
c
h
e
r
e
v
a
lu
a
ti
o
n
:
W
h
a
t
sh
o
u
l
d
b
e
u
se
d
i
n
tea
c
h
e
r
e
v
a
lu
a
ti
o
n
fro
m
th
e
tea
c
h
e
rs
’
p
e
rsp
e
c
ti
v
e
,
”
i
n
In
ter
n
a
t
i
o
n
a
l
B
u
sin
e
ss
a
n
d
Ed
u
c
a
ti
o
n
C
o
n
fer
e
n
c
e
s
Pro
c
e
e
d
in
g
s
,
Lo
n
d
o
n
,
UK
,
2
0
1
5
.
[4
]
R.
Be
rk
,
“
S
u
rv
e
y
o
f
1
2
stra
teg
i
e
s
to
m
e
a
su
re
tea
c
h
in
g
e
ffe
c
ti
v
e
n
e
ss
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
T
e
a
c
h
i
n
g
a
n
d
L
e
a
rn
in
g
i
n
Hi
g
h
e
r E
d
u
c
a
t
io
n
,
v
o
l.
1
7
,
n
o
.
1
,
p
p
.
4
8
-
6
2
,
2
0
0
5
.
[5
]
X.
Zh
a
n
g
,
“
Th
e
r
o
le
o
f
tea
c
h
e
r
a
p
p
ra
isa
l
i
n
tea
c
h
e
r
p
r
o
fe
ss
io
n
a
l
d
e
v
e
lo
p
m
e
n
t
:
A
c
a
se
stu
d
y
in
sc
h
o
o
ls
i
n
S
h
a
n
g
h
a
i
,
”
Do
c
t
o
ra
l
Diss
e
rtati
on
,
Th
e
Un
i
v
e
rsity
o
f
H
o
n
g
Ko
n
g
,
P
o
k
f
u
lam
,
Ho
n
g
Ko
n
g
,
2
0
0
8
.
[6
]
C.
De
P
a
sc
a
le,
“
M
a
n
a
g
in
g
m
u
lt
i
p
l
e
m
e
a
su
re
s,
”
Prin
c
ip
a
l
,
v
o
l
.
9
1
,
n
o
.
5
,
p
p
.
6
-
1
0
,
2
0
1
2
.
[7
]
A.
Bu
rn
e
tt
,
E.
C
u
sh
i
n
g
a
n
d
L.
Biv
o
n
a
,
“
Us
e
s
o
f
m
u
lt
i
p
le
m
e
a
su
re
s
fo
r
p
e
rfo
rm
a
n
c
e
-
b
a
se
d
c
o
m
p
e
n
sa
ti
o
n
,
”
Was
h
in
g
to
n
,
DC:
Ce
n
ter
fo
r
Ed
u
c
a
to
r
Co
m
p
e
n
sa
ti
o
n
Re
fo
rm
,
2
0
1
2
.
[8
]
C.
Ba
rn
e
tt
,
H.
M
a
tt
h
e
ws
,
a
n
d
R.
Ja
c
k
so
n
,
“
A
Co
m
p
a
ris
o
n
b
e
t
we
e
n
stu
d
e
n
t
ra
ti
n
g
s
a
n
d
fa
c
u
lt
y
se
lf
-
ra
ti
n
g
s
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f
in
stru
c
ti
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n
a
l
e
ffe
c
ti
v
e
n
e
ss
,
”
Ame
r
ica
n
J
o
u
rn
a
l
o
f
P
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a
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ti
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u
c
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t
io
n
,
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l.
6
7
,
n
o
.
4
,
p
p
.
1
-
6
,
2
0
0
3
.
[9
]
G
.
Ei
d
,
“
Tea
c
h
e
r
e
v
a
lu
a
ti
o
n
in
h
i
g
h
S
c
h
o
o
l
i
n
Ku
wa
it
:
A
c
o
m
p
a
ra
ti
v
e
stu
d
y
o
f
se
lf
-
e
v
a
lu
a
ti
o
n
,
stu
d
e
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t
e
v
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l
u
a
ti
o
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a
n
d
h
e
a
d
s
o
f
d
e
p
a
rtme
n
ts
,
”
E
d
u
c
a
ti
o
n
a
l
J
o
u
r
n
a
l:
Ku
w
a
it
Un
ive
rs
it
y
,
v
o
l
.
1
9
,
n
o
.
7
6
,
p
p
.
7
9
-
1
4
9
,
2
0
0
5
.
[1
0
]
S
.
L
iu
a
n
d
C.
Ted
d
li
e
,
“
A
f
o
ll
o
w
-
u
p
stu
d
y
o
n
tea
c
h
e
r
e
v
a
lu
a
ti
o
n
i
n
Ch
i
n
a
:
Hist
o
rica
l
a
n
a
l
y
sis
a
n
d
late
st
tren
d
s,
”
J
o
u
rn
a
l
o
f
Per
so
n
n
e
l
Eva
l
u
a
ti
o
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n
Ed
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c
a
ti
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n
,
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l.
1
8
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o
.
4
,
p
p
.
2
5
3
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2
7
2
,
2
0
0
5
.
[1
1
]
K.
P
e
ters
o
n
,
C
.
Wah
l
q
u
ist
a
n
d
K.
Bo
n
e
,
“
S
tu
d
e
n
t
su
r
v
e
y
s
f
o
r
s
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h
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l
tea
c
h
e
r
e
v
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lu
a
ti
o
n
,
”
J
o
u
rn
a
l
o
f
Per
so
n
n
e
l
Eva
lu
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ti
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n
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n
E
d
u
c
a
ti
o
n
,
v
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l
.
1
4
,
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o
.
2
,
p
p
.
1
3
5
-
1
5
3
,
2
0
0
0
.
[1
2
]
A.
S
a
li
h
,
“
P
e
e
r
e
v
a
lu
a
ti
o
n
o
f
tea
c
h
in
g
o
r
fe
a
r
e
v
a
lu
a
ti
o
n
:
In
se
a
r
c
h
o
f
c
o
m
p
a
ti
b
il
it
y
,
”
Hig
h
e
r
E
d
u
c
a
ti
o
n
S
tu
d
ies
,
v
o
l.
3
,
n
o
.
2
,
p
p
.
1
0
2
-
1
1
4
,
2
0
1
3
.
[1
3
]
R.
Eri
,
“
P
e
e
r
o
b
se
rv
a
ti
o
n
o
f
tea
c
h
in
g
:
Re
flec
ti
o
n
s
o
f
a
n
e
a
rl
y
c
a
re
e
r
a
c
a
d
e
m
ic,
”
Un
ive
rs
a
l
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
,
v
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l.
2
,
n
o
.
9
,
p
p
.
6
2
5
-
6
3
1
,
2
0
1
4
.
[1
4
]
C.
F
e
rn
a
n
d
e
z
a
n
d
J.
Y
u
,
“
P
e
e
r
re
v
iew
o
f
tea
c
h
in
g
,
”
J
o
u
rn
a
l
o
f
C
h
i
ro
p
ra
c
ti
c
E
d
u
c
a
ti
o
n
,
v
o
l.
2
1
,
n
o
.
2
,
p
p
.
1
5
4
-
1
6
1
,
2
0
0
7
.
[1
5
]
J.
B
lac
k
m
o
re
,
“
A
Crit
ica
l
e
v
a
lu
a
ti
o
n
o
f
p
e
e
r
re
v
iew
v
ia
te
a
c
h
in
g
o
b
se
rv
a
ti
o
n
with
in
h
i
g
h
e
r
e
d
u
c
a
ti
o
n
,
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
a
l
M
a
n
a
g
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me
n
t
,
v
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l
.
1
9
,
n
o
.
3
,
p
p
.
2
1
8
-
2
3
2
,
2
0
0
5
.
[1
6
]
M
.
Jo
s
h
u
a
,
A.
Jo
s
h
u
a
,
B.
Ba
ss
e
y
,
a
n
d
I.
Ak
u
b
u
iro
,
“
Atti
t
u
d
e
o
f
Nig
e
ria
n
se
c
o
n
d
a
ry
sc
h
o
o
l
t
e
a
c
h
e
rs
to
p
e
e
r
e
v
a
lu
a
ti
o
n
o
f
tea
c
h
e
rs
,
”
T
e
a
c
h
e
r
De
v
e
lo
p
me
n
t:
An
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
T
e
a
c
h
e
rs
'
Pr
o
fes
s
io
n
a
l
De
v
e
lo
p
me
n
t
,
v
o
l.
1
0
,
n
o
.
3
,
p
p
.
3
3
1
-
3
4
1
,
2
0
0
6
.
[1
7
]
S
.
Jo
h
n
so
n
a
n
d
S
.
F
iarm
a
n
,
“
T
h
e
p
o
ten
ti
a
l
o
f
p
e
e
r
re
v
iew
,
”
E
d
u
c
a
t
i
o
n
a
l
L
e
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d
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rs
h
ip
,
v
o
l.
7
0
,
n
o
.
3
,
p
p
.
20
-
25
,
2
0
1
2
.
[1
8
]
L.
G
o
e
,
C.
Be
ll
a
n
d
O.
Li
tt
le,
“
Ap
p
r
o
a
c
h
e
s
to
e
v
a
lu
a
ti
n
g
tea
c
h
e
r
e
ffe
c
ti
v
e
n
e
ss
:
A
re
se
a
r
c
h
sy
n
th
e
sis
,
”
Was
h
in
g
t
o
n
,
DC:
Na
ti
o
n
a
l
C
o
m
p
re
h
e
n
si
v
e
Ce
n
tre fo
r
Tea
c
h
e
r
Qu
a
li
ty
,
2
0
0
8
.
[1
9
]
K.
Lo
o
ft,
“
Tea
c
h
e
rs’
p
e
rc
e
p
ti
o
n
s
o
f
t
h
e
e
v
a
lu
a
ti
o
n
p
r
o
c
e
ss
,
”
Do
c
to
ra
l
Diss
e
rtatio
n
,
U
n
iv
e
rsit
y
o
f
G
e
o
rg
ia,
Ath
e
n
s,
U
S
,
2
0
0
2
.
[2
0
]
J.
Be
st an
d
J.
Ka
h
n
,
Res
e
a
rc
h
in
e
d
u
c
a
t
io
n
,
1
0
th
e
d
.
Bo
st
o
n
:
P
e
a
rso
n
Ed
u
c
a
ti
o
n
,
2
0
0
5
.
[2
1
]
L.
Co
h
e
n
,
L.
M
a
n
io
n
a
n
d
K.
M
o
r
riso
n
,
Res
e
a
rc
h
me
th
o
d
i
n
e
d
u
c
a
ti
o
n
,
6
th
e
d
.
Lo
n
d
o
n
:
Ro
u
tl
e
d
g
e
,
2
0
0
7
.
[2
2
]
Ku
wa
it
Tea
c
h
e
rs
S
o
c
iet
y
,
“
G
u
id
a
n
c
e
a
n
d
t
h
e
p
o
li
c
y
o
f
tea
c
h
e
r
e
v
a
lu
a
ti
o
n
:
N
u
m
b
e
r
3
6
/
2
0
0
6
,
”
Ku
wa
it
T
e
a
c
h
e
r
S
o
c
iety
J
o
u
r
n
a
l
,
v
o
l.
Ju
n
e
,
n
o
.
1
5
8
6
,
p
p
.
1
-
1
5
,
2
0
1
0
.
[2
3
]
E.
Iwa
n
ick
i
,
“
Ev
a
l
u
a
ti
o
n
i
n
su
p
e
rv
isio
n
,
”
in
G
.
F
irt
h
a
n
d
E.
P
a
jak
,
E
d
s.,
T
h
e
h
a
n
d
b
o
o
k
o
f
re
se
a
rc
h
o
n
sc
h
o
o
l
su
p
e
rv
isio
n
.
Ne
w Yo
rk
,
M
a
c
m
il
lan
Re
fe
re
n
c
e
Li
b
ra
ry
,
1
9
9
8
.
[2
4
]
C.
Da
n
ielso
n
,
E
n
h
a
n
c
in
g
p
ro
fes
si
o
n
a
l
p
r
a
c
ti
c
e
:
A
fra
me
wo
rk
f
o
r
te
a
c
h
in
g
.
Ale
x
a
n
d
ria,
VA
:
ASCD
,
2
0
0
7
.
[2
5
]
W.
Ri
b
a
s,
T
e
a
c
h
e
r
e
v
a
l
u
a
ti
o
n
t
h
a
t
w
o
rk
s:
T
h
e
e
d
u
c
a
ti
o
n
a
l,
leg
a
l,
p
u
b
li
c
re
la
ti
o
n
s
[
p
o
li
ti
c
a
l]
&
s
o
c
ia
l
-
e
mo
ti
o
n
a
l
[
E.
L
.
P.
S
]
sta
n
d
a
rd
s
&
p
ro
c
e
ss
e
s
o
f
e
ff
e
c
ti
v
e
su
p
e
rv
isio
n
&
e
v
a
l
u
a
t
io
n
,
2
th
e
d
.
Wes
two
o
d
,
M
A:
R
ib
a
s
P
u
b
l
ica
ti
o
n
s,
2
0
0
5
.
[2
6
]
P
.
T
y
m
m
s,
“
Qu
e
stio
n
n
a
ire,
”
i
n
R.
Co
e
,
M
.
Warin
g
,
L.
He
d
g
e
s
,
a
n
d
J.
Arth
u
r,
Ed
s.,
Res
e
a
rc
h
me
th
o
d
s
a
n
d
me
th
o
d
o
lo
g
ies
in
e
d
u
c
a
ti
o
n
.
Lo
n
d
o
n
,
S
AG
E
P
u
b
li
c
a
ti
o
n
,
2
0
1
2
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N
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2252
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8
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&
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10
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J
u
n
e
2
0
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:
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596
[2
7
]
J.
F
ra
e
n
k
e
l,
N.
Walle
n
,
a
n
d
H.
Hy
u
n
,
H
o
w
to
d
e
s
ig
n
a
n
d
e
v
a
lu
a
te
re
se
a
rc
h
in
e
d
u
c
a
ti
o
n
,
8
th
e
d
.
Ne
w
Yo
rk
:
M
c
G
ra
w
-
Hill
,
2
0
1
1
.
[2
8
]
R.
Th
o
rn
d
ik
e
a
n
d
T
.
Th
o
rn
d
i
k
e
-
Ch
rist,
M
e
a
su
re
me
n
t
a
n
d
e
v
a
lu
a
t
io
n
in
p
sy
c
h
o
l
o
g
y
a
n
d
e
d
u
c
a
ti
o
n
,
8
th
e
d
.
L
o
n
d
o
n
:
P
e
a
rso
n
Ed
u
c
a
ti
o
n
,
2
0
0
9
.
[2
9
]
J.
Cre
sw
e
ll
,
Ed
u
c
a
ti
o
n
a
l
re
se
a
rc
h
:
P
l
a
n
n
in
g
,
c
o
n
d
u
c
ti
n
g
,
a
n
d
e
v
a
lu
a
ti
n
g
q
u
a
n
t
it
a
ti
v
e
a
n
d
q
u
a
li
t
a
ti
v
e
re
se
a
rc
h
,
4
th
e
d
.
B
o
sto
n
:
P
e
a
rso
n
Ed
u
c
a
ti
o
n
,
2
0
1
2
.
[3
0
]
D.
Co
o
p
e
r
a
n
d
P
.
S
c
h
i
n
d
ler,
Bu
si
n
e
ss
re
se
a
rc
h
me
th
o
d
s
,
7
th
e
d
.
N
e
w Yo
rk
:
M
c
G
ra
w,
2
0
0
0
.
[3
1
]
K.
S
c
h
u
lt
z
a
n
d
D.
Lat
if,
“
T
h
e
p
l
a
n
n
in
g
a
n
d
imp
lem
e
n
tati
o
n
o
f
a
fa
c
u
lt
y
p
e
e
r
re
v
iew
tea
c
h
in
g
p
ro
j
e
c
t,
”
Ame
ric
a
n
J
o
u
rn
a
l
o
f
P
h
a
rm
a
c
e
u
ti
c
a
l
E
d
u
c
a
ti
o
n
,
v
o
l.
7
0
,
n
o
.
2
,
p
p
.
1
-
6
,
2
0
0
6
.
[3
2
]
S
.
G
o
lp
a
rian
,
J.
C
h
a
n
,
a
n
d
A.
C
a
ss
id
y
,
“
P
e
e
r
re
v
iew
o
f
tea
c
h
in
g
:
S
h
a
rin
g
b
e
st
p
ra
c
ti
c
e
s,
”
Co
ll
e
c
ted
Essa
y
s
o
n
L
e
a
rn
in
g
a
n
d
T
e
a
c
h
in
g
,
v
o
l
.
8
,
p
p
.
2
1
1
-
2
1
8
,
2
0
1
5
,
d
o
i:
1
0
.
2
2
3
2
9
/c
e
lt
.
v
8
i
0
.
4
2
3
9
.
[3
3
]
V.
Nik
o
l
ic,
“
S
e
lf
-
e
v
a
lu
a
ti
o
n
a
n
d
i
m
p
ro
v
e
d
tea
c
h
in
g
p
ra
c
ti
c
e
,
”
USA
:
ERIC
Do
c
u
m
e
n
t
Re
p
ro
d
u
c
ti
o
n
S
e
rv
ice
s
,
2
0
0
2
.
[3
4
]
C.
M
e
rtl
e
r,
“
S
tu
d
e
n
ts
a
s
sta
k
e
h
o
l
d
e
rs
in
Tea
c
h
e
r
e
v
a
lu
a
ti
o
n
;
tea
c
h
e
r
p
e
rc
e
p
ti
o
n
s
o
f
a
f
o
rm
a
ti
v
e
fe
e
d
b
a
c
k
m
o
d
e
l,
”
P
a
p
e
r
p
re
se
n
ted
a
t
An
n
u
a
l
M
e
e
ti
n
g
o
f
th
e
M
id
-
W
e
ste
rn
E
d
u
c
a
t
io
n
a
l
Res
e
a
rc
h
Asso
c
ia
ti
o
n
,
Ch
ica
g
o
,
USA
,
1
9
9
7
.
[3
5
]
B.
Bu
rr,
“
S
t
u
d
e
n
t
Vo
ice
s in
Tea
c
h
e
r
Ev
a
lu
a
ti
o
n
s
,
”
D
o
c
to
ra
l
D
isse
rta
ti
o
n
s,
Br
ig
h
a
m
Yo
u
n
g
Un
i
v
e
rsit
y
,
P
r
o
v
o
,
Uta
h
,
2
0
1
5
.
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