In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
arc
h
in
Ed
u
c
ation
(
IJERE
)
Vol.
8
, No. 2, J
une
201
9
,
p
p
.
2
99
~3
12
ISSN
: 2252-
88
22,
D
O
I
:
10.11
59
1
/ijer
e
.
v8i
2.
185
64
2
99
Jou
rn
a
l
h
o
me
pa
ge
:
ht
tp:
//i
a
e
score
.
com
/
j
o
u
r
na
l
s
/
i
n
d
e
x
.
p
hp/IJ
ERE
The effect of authentic assessm
ent on a
cademic
achievemen
t
and attit
u
de tow
ards
educational measurement and opi
n
ions of
prospective teachers
Cey
hun
Oza
n
Depa
rt
m
e
nt of C
u
rriculum and
I
n
st
ructio
n,
A
tat
u
rk
U
n
i
versit
y,
T
urk
e
y
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
ce
i
v
e
d
Mar
12,
2
0
1
9
Re
vise
d A
p
r
23,
201
9
Ac
ce
p
t
ed
M
a
y
1
9
,
2
019
Th
e
ai
m
of
t
h
e
s
tu
dy
w
a
s
t
o
in
ves
t
i
g
ate
th
e
eff
ect
o
f
aut
h
en
tic
a
ss
ess
m
en
t
on
th
e
a
t
titu
des
of
p
ros
p
ect
iv
e
t
e
achers
t
o
w
a
rd
s
acad
em
i
c
ach
iev
e
m
en
t
and
attit
ude
s
t
oward
s
e
ducational
meas
urement
and
the
opinions
o
f
p
ro
sp
ectiv
e
teach
ers
on
a
uth
e
nt
ic
a
ss
essm
e
n
t.
I
n
this
s
tu
d
y
,
th
e
t
r
ian
gulat
io
n
m
i
x
e
d
d
e
sign
w
a
s
u
se
d.
I
n
the
qu
a
n
t
i
ta
t
i
v
e
d
ime
n
sio
n
o
f
the
stud
y,
t
h
e
stud
y
gro
up
con
s
i
s
t
e
d
of
p
rosp
ectiv
e
teacher
s
s
t
u
dying
i
n
t
h
e
edu
cati
on
f
a
c
u
l
ty
o
f
a
stat
e
u
n
ive
r
si
ty
i
n
th
e
3
r
d
g
r
a
d
e
of
t
he
T
u
r
kish
e
du
c
a
t
io
n
pro
g
ra
m
o
f
t
h
e
2
016
-
20
17
f
all
s
e
m
e
sters.
A
ll
p
r
os
pective
teach
ers
i
n
t
h
e
e
x
p
erim
en
t
al
g
roup
f
il
led
in
t
he
u
n
s
t
r
uct
u
red
d
i
aries
f
r
om
w
hi
ch
q
u
a
lit
a
ti
v
e
d
at
a
w
e
re
o
b
ta
in
e
d
a
nd
1
2
of
t
he
p
ros
p
ecti
v
e
t
eachers
in
t
he
e
x
p
eri
m
en
tal
gro
up
were
s
el
e
cted.
Ex
peri
mental
p
ro
cess
e
s
w
e
re car
ried ou
t
d
uri
n
g
th
e
14
-week
s as
s
es
sm
ent
and
eval
uat
i
on
c
ou
rs
e.
I
n
t
h
e
exp
e
rim
e
n
t
al
g
ro
up
,
pro
s
p
e
ct
iv
e
te
ach
ers
were
gi
ven
authentic
a
ssign
m
ents
w
ithin
t
h
e
s
cop
e
o
f
th
e
au
th
enti
c
t
as
k
an
d
alt
e
rnati
v
e
assessm
ent
pract
ices
w
ere
con
duct
e
d.
A
s
a
res
u
lt
of
t
h
e
s
t
u
d
y
,
i
t
was
determi
n
ed
t
hat
a
u
th
entic
ass
e
ss
m
e
nt
s
ig
n
i
fi
cantly
i
n
c
reas
e
d
th
e
acad
em
ic
ach
iev
e
m
e
n
t
a
n
d
a
tt
it
u
d
e
t
o
w
a
rds
t
h
e
ed
ucati
o
n
a
l
m
eas
u
rem
e
nt
o
f
pro
s
p
ectiv
e
t
eac
h
e
rs
a
nd
als
o
it’s
an
a
pp
roach
t
h
a
t
can
s
erve
t
o
pro
v
id
e
coo
p
erati
o
n
b
e
tw
ee
n
t
h
e
th
eory
a
nd
p
racti
ce
wh
ich
i
s
a
m
ajo
r
p
r
oblem
in
t
he
fiel
d of teach
er trai
n
i
ng in Tu
r
ke
y.
K
eyw
ord
s
:
Aca
d
em
i
c
a
chi
e
vem
e
nt
A
ttit
u
d
e
Au
th
e
n
ti
c as
ses
s
me
n
t
P
r
ospe
ct
ive t
e
a
c
he
rs
Te
ac
h
e
r t
r
a
i
ning
Co
pyri
gh
t © 2
019 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
S
c
ien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
C
e
yhun Ozan,
D
e
pa
rtme
nt
o
f
Curr
i
c
u
l
um
a
n
d
Instruc
tio
n,
A
t
at
urk U
n
ive
r
sity,
Erz
u
rum
C
oun
ty,
25
0
0
0
, T
u
r
key.
Em
ail:
ozanc
e
y
h
u
n
@a
ta
un
i.e
du.tr
1.
I
N
TR
OD
U
C
TI
O
N
Tr
adi
t
i
o
na
l
a
sse
ssm
e
nts
foc
u
s
i
n
g
o
n
the
w
r
itte
n
or
o
ra
l
e
x
a
m
ina
ti
o
n
o
f
kno
wl
ed
g
e
c
a
n
b
e
e
f
fe
ctiv
e
in
a
sses
s
in
g
t
h
e
stu
d
e
n
t
'
s
a
b
i
l
i
t
y
t
o
me
moriz
e
a
nd
r
e
def
i
n
e
t
he
k
n
o
w
l
e
d
ge-ba
s
e
d
c
om
po
ne
nt
s
of
t
he
t
ask.
H
o
w
e
ve
r,
t
hey
ar
e
i
n
su
ff
ic
ie
nt
t
o
me
asure
lea
r
n
i
n
g
a
nd
s
k
i
l
l
s
u
n
l
ess
tra
d
it
io
na
l
assess
me
nt
s
ar
e
i
n
t
e
grat
e
d
with
p
er
form
ance
-base
d
a
sse
s
sm
ents,
suc
h
a
s
a
u
the
n
t
i
c
a
sse
ssm
e
n
t,
t
o
r
e
fle
c
t
t
he
a
c
h
ie
vem
e
nt
o
f
ex
pe
cte
d
st
a
ndard
s
[1,
2
]
.
In
t
he
c
o
n
s
t
r
u
ct
ivis
t
le
arni
ng
a
p
proa
c
h
,
asse
ssm
ent
i
s
p
ar
t
of
t
he
t
ea
c
h
in
g
pr
oc
ess
a
nd
is
ca
rried
o
ut
n
ot
o
n
l
y
i
n
t
he
b
egi
n
ni
n
g
a
n
d
i
n
the
e
nd
of
l
ea
rni
n
g
bu
t
also
t
h
r
oug
hou
t
t
h
e
l
e
arnin
g
p
ro
ce
ss.
Be
ca
use
t
h
e
c
o
ns
truct
i
v
ist
a
p
pr
oac
h
f
ocu
s
es
on
t
h
e
pr
oc
es
s,
it
req
u
ire
s
m
ore
an
d
va
ri
ou
s
m
e
a
s
u
r
em
ent
to
ols
or m
e
t
ho
ds tha
n
the tra
d
it
io
na
l a
ppr
oac
h
[3].
Tr
adi
t
i
o
na
l
ex
a
m
s
c
a
nno
t
c
a
pt
ure
t
h
e
a
c
t
u
al
c
ha
n
g
e
s
i
n
st
ude
n
t
s
'
k
n
o
w
l
e
dge
.
O
n
t
he
c
o
n
trar
y,
assessm
ent
m
e
t
hods
t
h
a
t
e
mphasize
t
he
l
earning
pr
oces
s
and
enc
o
u
r
ag
e
stud
e
n
t
s
t
o
p
a
rt
i
c
i
p
at
e
in
me
tacog
n
i
tive
a
n
d
re
fle
c
t
i
v
e
ac
tiv
i
t
ie
s
a
r
e
com
p
a
t
ible
w
it
h
the
c
o
n
s
t
r
u
ct
i
v
i
s
t
pe
rspect
ive.
A
u
t
hen
t
ic
assessm
ent
or
p
erf
o
rm
ance
a
sse
s
sm
en
t
repre
s
en
ts
s
uc
h
a
n
a
l
t
e
r
na
tiv
e
a
sse
ssme
n
t
met
h
o
dol
ogy.
T
h
e
assessm
ent
is
b
ase
d
o
n
a
u
the
n
tic
l
ea
rn
ing
ta
sks
ins
t
ea
d
of
e
xa
m
s
only,
and
f
o
cuses
on
th
e
l
e
arn
i
n
g
p
roc
e
s
s
as
muc
h
a
s
(or
more)
the fi
na
l out
p
u
t
s
[
4]
. In
t
hi
s
m
a
nne
r, S
tigg
i
ns an
d
Cha
p
p
u
i
s
[
5
]
po
in
t
e
d o
u
t
tha
t
t
he qua
l
ity
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
. E
v
a
l
. a
nd Res.
Educ.
V
o
l.
8
,
No.
2, June 2019: 299 -
3
1
2
30
0
of
t
he
a
ssessme
n
t
sho
u
l
d
be
m
ea
sured
a
c
c
o
r
d
ing
t
o
t
he
s
t
ude
n
t
s
'
r
ea
l
a
b
ili
ti
es.
The
y
a
l
s
o
s
t
a
t
ed
t
ha
t
t
h
e
r
eal
assessm
ent
ob
j
e
c
t
i
v
e
w
a
s
ab
o
u
t
a
c
h
iev
i
ng
l
e
a
r
n
ing
a
nd
no
t
l
i
m
i
t
e
d
t
o
a
s
s
e
ssi
ng
le
arn
i
n
g
.
S
tude
n
t
s
m
u
s
t
b
e
inc
l
ude
d i
n
t
he
a
ssessm
ent proc
ess i
n
or
d
er
t
o
ob
t
a
in t
he tru
e
m
e
a
n
i
ng
o
f
a
uthe
ntic
assess
m
e
nt.
G
u
l
i
ker
s
,
Ba
sti
a
e
n
s,
a
nd
K
i
rs
chner
[
6
]
desc
ribe
a
u
t
he
n
tic
a
sse
s
sm
ent
in
t
he
c
on
t
e
x
t
o
f
voca
tio
n
a
l
trai
ni
n
g
,
w
h
ic
h
inc
l
ude
s
com
p
ete
n
c
y
-base
d
t
ra
ini
n
g
pro
g
ra
ms
a
nd
a
sses
s
m
ent
s
.
Ass
e
ssmen
t
tasks
to
b
e
used
in
v
oca
t
io
na
l
t
r
a
i
n
i
n
g
s
h
o
u
l
d
be
s
im
ilar
to
t
he
t
as
ks
t
hat
s
t
ud
e
n
ts
w
il
l
e
n
cou
n
t
er
i
n
the
i
r
fu
ture
p
ro
fe
s
s
i
ona
l
prac
t
i
c
e
i
n
ord
e
r
to
b
e
t
t
e
r
pre
p
are
stu
d
e
n
ts
f
or
f
u
t
ure
w
o
r
k
s.
Authenti
c
assessm
ents
i
n
c
o
mpet
e
n
ce-
based
educati
o
n
s
hould
create
oppo
r
t
uni
ties
that
a
llow
s
tudents
to
i
n
te
gra
t
e
le
arn
i
n
g
a
n
d
p
ra
ct
ice,
r
esultin
g
i
n
ma
st
e
r
y
o
f
p
r
o
fess
i
ona
l
sk
i
l
ls
t
hat
st
u
d
en
t
s
w
ill
n
ee
d
i
n
t
heir
f
utu
r
e
wo
rk
pl
a
c
e
.
The
p
u
r
po
s
e
o
f
au
th
en
ti
c
assessm
ent
is
t
o
pro
v
i
d
e
s
t
u
d
en
ts
w
i
t
h
t
h
e
op
por
tu
n
ity
t
o
en
ga
g
e
i
n
a
ut
he
nt
ic
t
ask
s
t
o
de
vel
o
p,
u
se
a
n
d
expa
n
d
t
he
i
r
k
no
w
l
e
d
ge,
hi
g
h
-le
v
e
l
t
h
i
nk
i
ng
sk
il
ls
a
n
d
o
t
he
r
2
1
s
t
c
e
n
tu
ry
c
ompe
te
nce
s
.
S
i
nce
t
h
e
1
9
9
0
s,
teac
her
train
i
n
g
a
n
d
p
r
o
fess
i
ona
l
deve
l
opm
e
n
t
pr
ogr
am
s
in
m
a
ny
e
d
uca
tio
na
l
sy
ste
m
s
arou
nd
the
w
o
rld
ha
ve
foc
u
se
d
on
t
he
d
e
v
e
l
o
p
m
e
n
t
o
f
a
ssessment
l
i
teracy,
in
c
l
u
d
ing
te
a
c
h
er
c
om
pe
tenc
e
t
o
p
rov
i
de
i
n-de
pt
h
lear
n
i
n
g
o
f
tea
c
her
s
a
n
d
pr
e-se
rvice
tea
c
h
er
s
a
n
d
t
o
m
eet
2
1s
t
cen
tu
ry
c
omp
e
t
e
n
c
e
s
i
n
th
e
d
e
si
gn
,
ad
a
p
t
a
ti
on
and
use
of
a
u
t
h
e
nt
ic a
ssessme
n
t
or pe
rfor
m
ance
assessm
ent
tasks
[
7-9].
A
u
t
h
en
t
i
c
t
a
s
k
s
n
o
t
onl
y
asse
ss
st
ude
nt
s
'
a
u
t
he
n
tic
p
erf
o
rmance
s
o
r
s
t
udi
es,
b
u
t
al
so
e
v
a
l
u
a
t
e
th
ei
r
abi
l
i
t
y
s
uc
h
a
s
p
ersis
t
e
n
ce
i
n
s
o
l
v
i
ng
c
o
mp
l
e
x
pr
o
b
le
ms,
pos
it
i
ve
h
a
b
it
s
of
m
i
n
d,
g
r
o
w
t
h
min
d
se
t,
r
esi
l
ie
nc
e
and
gr
it
,
a
n
d
se
lf-
d
i
r
ecte
d
lear
nin
g
.
The
us
e of
a
na
l
y
tic
a
l
or
h
o
l
i
s
t
ic ru
b
ric
s
, w
h
ic
h i
s
a
n i
m
porta
nt
c
omp
one
n
t
of a
u
t
he
n
t
i
c
a
sse
ssm
e
nt,
pr
ov
ide
s
cri
teria
a
n
d s
t
a
n
dards
for de
scriptive
feedback
,
self
-
and peer
a
ss
essmen
t.
I
t
is
i
m
por
tan
t
t
h
a
t
s
t
u
d
e
n
t
s
r
ec
eive
t
i
m
el
y
a
n
d
for
m
a
t
i
v
e
fe
edba
c
k
from
t
e
a
c
h
ers
an
d
/
or
p
ee
rs
t
o
im
pro
v
e
the
i
r
perform
ance
a
n
d
w
ork
[10].
Wig
g
n
i
s
[1
1,
12]
i
de
n
t
i
f
ie
d
seve
n
cri
t
eria
f
or
a
u
t
he
nt
ic
a
sse
s
s
m
e
nt
:
(
1
)
A
u
the
n
tic
a
s
s
e
s
sm
ent
i
s
“
r
e
a
listic”
.
I
f
a
stu
d
e
n
t
'
s
k
n
o
w
le
dge
,
ski
lls
a
nd
/
o
r
ten
d
e
n
c
i
es
a
r
e
a
s
s
e
s
s
e
d
i
n
t
h
e
r
e
a
l
l
i
f
e
c
o
n
t
e
x
t
,
t
h
i
s
m
e
a
n
s
tha
t
t
he
y
s
h
o
u
l
d
be
a
s
s
esse
d
i
n
a
uthe
n
t
ic
t
a
s
k
s
.
(2)
A
u
t
h
e
n
t
i
c
t
a
sk
s
req
u
i
re
s
tu
den
t
s
t
o
m
ake
go
od
d
e
c
is
i
o
ns
and
t
o
b
e
cr
eat
ive
a
nd
i
n
n
o
v
a
t
i
v
e
in
s
o
l
v
i
ng
com
p
l
e
x
a
nd
n
on-ro
ut
ine
pro
b
lem
s
o
r
perfo
r
m
ing
a
tas
k
i
n
new
situa
t
io
ns.
(3)
A
n
a
uthe
n
tic
a
ssessm
ent
o
r
t
ask
e
n
a
b
les
stu
d
e
n
t
s
t
o
p
a
r
tic
ipa
t
e
in
a
s
ub
jec
t
o
r
d
i
sc
ipl
i
n
e
t
h
ro
ugh
c
ri
ti
c
a
l
thi
nki
ng
a
n
d
i
nqu
i
r
y
.
(
4
)
I
n
aut
h
en
ti
c
a
s
se
ssm
ent,
s
t
u
d
e
nt
s
a
r
e
gi
ve
n
the
o
p
p
o
rt
un
ity
t
o
repe
ata
t
i
o
n,
p
r
actic
e
,
f
i
n
d
us
efu
l
r
eso
u
rce
s
a
nd
rec
e
i
v
e
ti
m
e
ly
f
e
e
d
b
a
c
k
t
o
impr
o
v
e
pe
rform
a
nc
e
or
p
rod
u
c
t
qua
l
ity.
(5)
A
u
the
n
tic
t
as
ks
s
e
e
k
m
u
l
tip
le
e
vi
de
nce
o
f
s
t
u
den
t
pe
rfor
m
a
n
c
e
a
n
d
t
he
r
ea
sons
o
r
e
x
pl
a
n
at
ion
s
beh
i
nd
t
he
s
uc
c
e
ss
an
d
fa
il
ure
of
a
p
erfor
m
a
n
ce.
(
6)
A
m
ulti
pl
e
s
c
o
ring
s
y
s
tem
is
u
se
d
a
nd
t
h
e
scor
in
g
criter
i
a
mus
t
b
e
trans
p
ar
en
t.
C
l
e
arl
y
s
har
i
ng
the
sc
orin
g
crite
r
i
a
w
i
t
h
t
he
s
tu
de
n
t
s
w
i
l
l
e
na
ble
th
em
t
o
un
dersta
n
d
a
nd
in
t
erna
liz
e the
cr
i
t
e
r
ia for s
uc
c
e
ss. (7) S
tude
n
t
s
' sel
f
-
a
ssess
me
nt
s s
hou
ld
pla
y a
very
i
mp
orta
n
t
ro
l
e
i
n
a
u
th
en
tic
ass
ess
m
e
n
t
.
A
c
c
o
r
d
i
n
g
t
o
t
h
e
r
e
l
a
t
e
d
l
i
t
e
r
a
t
u
r
e
,
t
h
e
r
e
a
r
e
s
o
m
e
s
t
u
d
i
e
s
d
e
t
e
r
mi
ni
ng
t
h
a
t
au
th
en
ti
c
ass
e
ss
me
nt
affec
t
s
p
o
si
ti
v
e
ly
s
tu
de
nt
s'
l
e
a
rni
n
g
le
ve
l
a
n
d
qua
l
ity
[
13,
1
4
],
a
u
t
on
omy
[15,
16]
,
m
o
ti
va
ti
on
[
1
7
,
1
8
],
s
e
l
f-
re
g
u
l
a
t
i
o
n
[1
9
]
a
n
d
m
e
t
a
c
ogni
tiv
e
sk
i
l
l
s
[
20,
2
1
]
.
Au
t
h
e
n
t
i
c
a
s
se
ssm
e
n
t
h
a
s
i
m
p
orta
nt
p
rob
l
em
s
as
w
e
l
l
as
vari
ous
b
e
n
e
f
i
t
s.
T
he
f
irst
o
f
a
l
l
t
h
ese
pro
b
lem
s
,
sy
stem
s
w
i
t
h
s
tr
on
g
“
t
e
s
t
i
n
g
”
t
r
ad
itio
ns
c
ome
fr
o
m
t
h
e
cha
lle
ng
e
o
f
d
e
s
ign
i
ng
a
n
d
i
m
p
lem
e
n
tin
g
aut
h
e
n
t
i
c
a
sse
ssm
ent
[2
2].
The
r
e
sea
r
ch
s
how
s
t
h
a
t
a
u
t
he
n
tic
assessm
ent
is
a
n
e
f
f
ective
asses
s
m
e
nt
a
p
p
roac
h
at
h
i
g
h
e
r
ed
uca
t
io
n
l
e
vel
.
T
h
e
re
fo
re
,
it
w
i
l
l
b
e
i
mport
a
nt
t
o
i
n
v
e
st
i
g
at
e
t
h
e
e
f
f
e
c
t
o
f
au
the
n
ti
c
asse
ssmen
t
o
n
a
c
a
d
e
mi
c
a
c
h
i
e
v
em
en
t
and
a
tti
t
ude
t
ow
ar
ds
e
d
u
ca
tio
na
l
me
asure
m
e
n
t
in
t
ea
c
h
er
e
duca
tio
n
and
t
o
e
xa
m
i
ne
t
he
v
i
e
w
s
o
f
pr
ospe
ct
i
v
e
teac
h
e
rs
a
bout
a
u
th
en
ti
c
asse
ssmen
t
.
I
n
T
urke
y,
a
l
i
m
it
e
d
num
ber of
a
ut
he
nt
ic
a
s
s
essme
n
t
w
a
s
con
d
u
c
t
e
d
v
a
r
ious
s
tud
i
es
[
2
3
-
29].
A
m
ong
the
s
e st
ud
ies,
Ba
y
e
t al.
[24]
, K
o
çyi
ğ
i
t
[
2
9
], K
inay
[
2
7
] a
n
d K
ina
y
a
nd B
a
ğç
ec
i
[2
8] are
re
l
ated to
pros
pect
i
v
e
teac
hers.
Ba
y
e
t
a
l.
[
24]
e
xam
i
ne
d t
h
e
e
ffe
c
t
o
f
a
u
t
h
e
n
tic
a
s
s
e
ssm
ent
on t
h
e
a
c
hie
v
e
m
e
n
t
and
a
t
tit
ude t
o
w
ards
the
c
ourse
;
mo
re
over,
K
inay
[
2
7
]
ana
l
yse
d
t
he
e
ffec
t
o
f
a
uthe
nt
ic
a
sse
s
s
m
ent
u
p
on
pro
b
lem
so
l
v
in
g
s
k
il
ls,
lear
n
i
n
g
a
n
d
p
ar
t
i
c
i
pa
t
o
ry
e
va
lua
t
i
o
n
bel
i
e
f
s;
K
oç
yi
ğ
i
t
[2
9
]
t
h
e
e
f
fe
ct
o
f
a
u
the
n
tic
t
as
k-
assi
s
t
e
d
c
o
n
s
t
ruct
i
v
i
s
t
appr
oa
ch
o
n
a
c
hie
v
e
m
en
t,
a
t
t
i
t
ude
t
ow
a
r
ds
c
ourse
a
n
d
p
r
oble
m
-
s
o
l
v
i
n
g
ski
l
l
s
.
K
i
nay
and
Ba
hçe
c
i
[
28]
exa
m
ine
d
the
o
pi
n
i
ons
o
f t
h
e
pros
pec
t
i
v
e
tea
c
hers a
bo
u
t
a
uthe
n
t
ic as
s
essm
ent
by
q
ua
lita
ti
ve rese
a
rc
h
m
e
th
o
d
.
Th
is
r
e
s
e
a
rc
h,
u
n
like
t
h
e
e
x
i
s
ti
n
g
r
e
s
ear
ch,
aim
s
t
o
i
n
ves
tiga
t
e
a
u
the
n
tic
a
ssessm
ent
w
i
t
h
a
m
ix
ed
r
ese
a
r
ch
me
tho
d
t
ha
t
us
es
b
o
t
h
q
u
a
n
t
i
t
a
ti
ve
a
nd
q
u
a
l
i
t
at
i
v
e
me
tho
d
s
.
I
n
addi
tio
n,
no
s
t
ud
ies
ha
ve
b
e
e
n
fo
u
n
d
i
n
t
he
lite
rat
u
re o
n t
h
e effec
t
o
f a
u
th
e
n
tic
a
ssessm
ent
o
n
t
he
a
tt
i
t
u
d
e t
o
wa
rd
s
e
duc
at
i
o
n
a
l
mea
s
uremen
t
,
w
h
i
ch
i
s
o
n
e
of
t
he
d
e
p
en
d
e
nt
v
ar
iab
l
es
o
f
t
h
e
s
t
ud
y.
F
or
t
he
se
r
e
a
sons,
i
t
can
b
e
sa
id
t
h
a
t
th
e
re
se
arc
h
w
i
l
l
ma
k
e
a
sign
ifica
n
t c
o
n
t
ri
bu
t
i
o
n
t
o
th
e
re
lated
liter
a
tu
re.
Th
e
ai
m
of
t
he
s
t
udy
w
as
t
o
i
n
v
e
s
t
ig
a
t
e
th
e
e
f
fe
ct
o
f
au
th
e
n
t
i
c
a
sse
ssm
ent
o
n
t
he
a
tt
itu
des
of
pros
pec
t
i
v
e
te
a
c
he
rs
t
ow
ards
a
c
a
de
mic
a
c
h
i
eve
m
e
n
t
a
nd
a
t
t
itu
des
t
ow
ar
d
s
e
duca
tio
na
l
m
easur
em
ent
and
th
e
op
ini
o
ns of pr
o
s
pec
t
i
v
e
teac
he
rs
o
n
aut
h
en
t
i
c
assessme
n
t
.
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval a
nd
Re
s Ed
uc.
I
S
S
N
:
2252-
88
22
T
h
e
effec
t
of
aut
he
nt
ic
asse
ssm
e
n
t o
n
ac
a
d
e
m
ic
ach
i
eve
m
e
nt a
n
d
att
i
t
u
de
to
war
d
s
…
(Cey
hu
n O
z
an)
30
1
2.
METHOD
2.1.
Rese
arch
d
esi
g
n
I
n
t
h
i
s
re
sear
ch,
a
m
i
xe
d
m
e
th
o
d
w
i
t
h
a
co
m
b
i
n
a
tio
n
o
f
q
ua
n
tita
t
i
v
e
an
d
qua
l
i
ta
t
i
ve
m
e
t
ho
ds
w
as
use
d
. The rese
arc
h
w
a
s
des
i
g
ned
acc
or
di
n
g
to
t
h
e tria
ng
u
l
a
tio
n
desi
gn w
h
er
e both
q
u
a
n
t
itat
i
v
e a
n
d
qua
lita
t
i
v
e
data
a
r
e
c
olle
cted
s
im
u
lta
ne
ous
ly.
I
n
t
he
qua
n
tita
t
i
ve
d
im
ensi
o
n
of
t
h
e
r
ese
a
rc
h,
a
none
qu
iva
l
e
n
t
qua
si-
expe
r
i
me
n
t
a
l
d
e
s
ign
w
i
th
p
re
-
t
e
s
t
p
o
s
t
-tes
t
con
t
ro
l
gro
u
p
w
as
u
se
d.
T
h
i
s
mode
l,
w
h
i
c
h
i
s
w
i
de
ly
u
s
e
d
in
educ
a
t
i
o
na
l
re
se
arc
h
, i
n
c
l
ude
s
e
x
pe
r
i
me
nta
l
, con
t
ro
l grou
ps,
pr
e
-
test, an
d
p
o
s
t
-tes
t
a
p
p
l
ic
a
tio
ns. H
o
w
e
ver,
t
h
e
gro
ups
a
re
n
a
t
u
r
al
ly
o
c
c
urr
i
n
g
a
n
d
m
ay
n
o
t
b
e
eq
ual
befor
e
t
he
ex
per
i
me
nt.
P
a
r
t
ic
ipa
n
ts
s
ho
uld
be
t
re
ated
a
s
muc
h
a
s
po
ssi
b
le.
Eac
h
o
ne
o
f
t
h
e
gr
o
u
ps
i
s
rand
om
l
y
s
el
e
c
ted
a
s
ex
pe
ri
me
nt
a
nd
c
o
nt
r
o
l
gro
u
p
[
3
0
].
I
n
t
h
is
stud
y,
e
xpe
rim
e
nt
a
l
a
nd
c
ontrol
gr
o
u
p
s
w
ere
for
m
e
d
b
y
ra
n
d
om
s
e
le
c
tio
n
from
e
x
i
st
in
g
classe
s
c
ons
i
d
er
ing
si
m
i
lar
c
h
ara
c
t
e
rist
ics.
T
he
q
ual
i
t
a
t
i
v
e
d
i
m
e
ns
io
n
of
t
he
s
t
u
d
y
w
a
s
a
c
a
s
e
s
t
u
d
y
.
Y
i
n
[
3
1
]
d
e
s
c
r
i
b
e
s
t
h
e
c
a
s
e
stud
y
a
s
a
r
esea
rch
m
e
tho
d
t
ha
t
is
u
se
d
i
n
case
s
w
he
re
t
her
e
i
s
m
ore
t
h
a
n
one
d
a
t
a
sourc
e
a
n
d
a
c
urren
t
phe
n
o
m
e
no
n is
not c
lear
i
n th
e
prec
i
s
e
li
nes of
t
he b
ou
n
d
ar
ie
s
betw
e
e
n t
h
e
fa
ct a
nd
t
h
e c
o
nt
e
n
t
.
2.2.
S
t
ud
y grou
p
I
n
t
he
qua
n
t
ita
t
i
ve
d
im
ens
i
o
n
o
f
t
h
e
s
t
ud
y,
t
he
s
tu
d
y
g
ro
up
c
o
n
si
sted
o
f
p
r
o
s
p
ect
i
v
e
t
e
a
c
h
e
rs
stud
y
i
n
g
i
n
the
e
duca
t
io
n
fac
u
lt
y
o
f
a
s
ta
te
u
nive
rsi
t
y
i
n
t
he
3rd
grade
o
f
T
urk
i
sh
e
duca
t
i
on
pro
g
r
a
m
of
2
0
1
6
-
20
1
7
f
al
l
se
me
st
e
r
.
The
stu
d
e
n
t
s
a
t
the
thir
d
yea
r
o
f
the
T
u
rki
s
h
e
d
u
cat
i
o
n
pro
g
ram
,
one
o
f
the
tw
o
bra
n
che
s
of
t
he
T
urki
sh
e
duca
t
io
n
pr
og
ram
w
a
s
deter
m
ine
d
a
s
t
h
e
c
ontr
o
l
gro
u
p
a
nd
the
ot
her
o
n
e
w
a
s
se
l
e
cte
d
a
s
the
expe
r
i
me
n
t
a
l
g
rou
p
.
There
w
e
re
50
pros
pe
c
tive
t
e
ac
he
rs
a
nd
4
5
p
ros
p
ect
ive
tea
c
h
er
s
i
n
t
he
c
o
n
t
ro
l
gr
ou
p.
I
n
t
h
e
qu
al
it
a
t
i
v
e
d
i
me
nsion
o
f
t
h
e
s
t
udy
,
th
e
st
udy
g
ro
up
c
on
si
st
e
d
o
f
pr
ospe
ct
i
v
e
teac
hers
i
n
t
h
e
ex
per
i
m
e
nta
l
gro
up.
A
l
l
p
rosp
ect
i
v
e
t
e
ac
h
e
rs
i
n
t
h
e
e
xpe
r
i
me
nt
a
l
g
rou
p
f
ille
d
i
n
t
h
e
r
efl
e
ct
iv
e
di
ari
e
s
fro
m
wh
i
c
h
qua
l
i
t
a
ti
ve
d
a
t
a
w
e
re
o
b
t
ai
ne
d
an
d
12
o
f
t
h
e
p
ros
p
ec
ti
ve
t
eac
he
rs
i
n
the
exper
i
m
e
nta
l
g
rou
p
w
ere
se
l
e
cted
ac
cord
in
g
t
o
t
h
e
m
a
x
imum
d
i
v
ersi
ty
s
a
m
pl
i
n
g
m
e
th
od,
w
hich
i
s
o
n
e
of
t
he
purp
o
s
i
ve
s
am
pl
i
n
g
m
e
t
h
o
d
s
fo
r
sem
i
-st
r
uct
u
re
d
in
t
e
rv
iew
s
.
I
n
o
rde
r
t
o
a
c
h
ie
ve
m
a
x
im
um
v
ar
i
a
ti
on,
g
ende
r
a
n
d
grade
po
i
n
t
a
v
era
g
e
of
pros
pec
t
i
v
e
tea
c
he
rs
w
ere
t
a
ken
i
n
to
c
o
n
sid
e
rati
on.
P
r
o
spe
c
ti
ve
t
e
a
c
h
e
r
s
a
r
e
6
f
e
m
a
l
e
s
a
n
d
6
m
a
l
e
s
.
4
o
u
t
o
f
pros
pec
t
i
v
e
tea
c
h
ers
h
a
ve
a
G
P
A
b
elow
2.
5
;
4 of
b
e
t
w
e
e
n
2
.
5
a
nd
3
.00 a
n
d
4 of over
2.
5.
2.3.
Process
Ex
pe
rime
n
t
a
l
p
r
o
cesse
s
w
e
re
car
ried
o
ut
d
ur
ing
the
14-
w
e
e
k
s
a
s
s
essmen
t
and
ev
al
u
a
ti
on
c
o
u
r
se
.
In
the
ex
pe
rime
n
t
a
l
g
rou
p
,
a
u
the
n
tic
a
s
s
essme
n
t
pr
ac
tice
s
w
ere
per
f
o
rm
ed.
Pra
c
tices
w
e
r
e
c
a
rr
ied
o
u
t
a
s
g
r
ou
p
wo
rk
.
W
i
t
h
in
t
h
e
s
co
p
e
o
f
the
aut
h
e
n
t
i
c
asse
ssmen
t
,
a
lt
e
r
nat
i
v
e
a
s
s
e
s
sm
ent
pra
c
t
i
ces
(
p
o
r
t
f
o
li
o,
p
e
rform
anc
e
assessm
ent,
s
el
f-assessm
ent,
p
eer
re
vi
e
w
,
g
r
ou
p
ev
alua
t
i
o
n
,
c
on
ce
pt
m
ap
,
st
ru
c
t
ure
d
g
rid
,
d
i
a
gn
o
s
ti
c
b
r
a
n
c
h
e
d
t
r
e
e
,
w
o
r
d
t
e
s
t
a
n
d
r
e
f
l
e
c
t
i
v
e
d
i
a
r
i
e
s
)
w
e
r
e
a
p
p
l
i
e
d
t
o
t
h
e
pr
o
s
pe
ct
ive
t
e
ac
he
rs
t
o
g
e
t
he
r
w
ith
t
h
e
a
u
th
en
ti
c
t
a
sk
.
Au
the
n
tic t
a
sk
:
P
r
o
spe
c
t
i
v
e
tea
c
her
s
i
m
p
le
m
e
nted
t
he
e
x
a
m
s
p
re
pare
d
by
t
h
e
gr
o
up
in
t
he
c
la
ss
w
ithi
n
t
he
s
c
ope
o
f
a
u
the
n
ti
c
tas
k
i
n
a
sec
o
ndary
s
c
hoo
l,
w
hic
h
t
h
e
y
ha
d
prev
io
us
l
y
d
e
t
e
r
m
i
ne
d
an
d
perform
ed
t
he
i
r
s
t
a
tist
i
ca
l
an
aly
s
is
by
sc
or
ing
t
h
e
e
x
am
s.
S
eco
nda
ry
s
c
hoo
ls
a
re
a
ut
h
e
nt
ic
e
n
v
i
r
o
n
m
e
n
t
s
bec
a
u
s
e
t
h
e
y
a
re
p
la
ces
w
he
r
e
p
r
o
spe
c
t
i
ve
t
ea
cher
s
are
expec
t
e
d
t
o
ser
v
e
i
n
t
he
f
ut
ure.
T
he
e
xam
s
p
repa
red
by
pros
pect
i
v
e
tea
c
hers
a
re
r
e
l
ate
d
t
o
the
T
u
rk
i
s
h
co
ur
se
a
nd
c
on
si
st
o
f
di
ffe
ren
t
t
ype
s
o
f
q
u
e
sti
ons
.
Th
e
exa
m
s
prepa
r
ed
b
y
t
h
e
gro
u
p
w
ere
pr
esent
e
d
i
n
t
he
m
ea
surem
e
nt
a
n
d
e
val
u
a
t
io
n
co
u
r
se
b
efore
t
h
e
y
w
er
e
i
m
p
l
e
m
en
t
e
d
it
i
n
any
se
con
d
a
ry
s
ch
ool
.
Pro
s
p
e
cti
v
e
te
ac
h
e
rs
m
a
d
e
p
re-i
nt
ervi
e
w
s
we
re
w
i
t
h
scho
ol
pri
n
ci
pa
ls
a
n
d
t
e
a
c
h
e
r
s
f
o
r
t
h
e
e
x
am
s.
S
o,
t
he
se
i
n
t
erv
i
ews
wer
e
hand
le
d
in
t
he
c
o
n
t
e
x
t
of
p
ro
blem
s
o
l
v
i
ng
w
h
ic
h is a
n im
por
tan
t
fe
a
t
ure
of
a
u
t
hen
t
i
c
tas
ks.
Por
t
fol
i
o:
T
ea
cher
c
an
di
da
te
s
pu
t
a
l
l
t
h
e
w
o
rk
t
he
y
di
d
i
n
t
he
s
e
m
e
s
te
r
i
n
t
o
t
h
e
s
t
ude
nt
p
ortfo
l
i
o
.
The
port
f
oli
o
s
w
e
re
d
eli
v
ere
d
t
o
t
h
e
i
n
s
t
ruc
t
or
a
t
the
e
n
d
o
f
t
he
s
em
ester.
T
he
por
tfol
ios
gai
n
e
d
v
a
l
ue
a
s
a
fi
na
l
grade
w
i
t
h
t
he
o
bserva
ti
on
a
n
d
e
v
a
l
ua
t
i
o
n
of th
e
ins
t
ru
ct
or
d
uri
n
g
t
h
e
perio
d
.
In
t
he
por
tfol
io,
the
e
x
a
m
s
tha
t
a
re prepa
red w
ith
in the
s
cope
of
a
u
t
h
e
n
tic tas
k
a
nd ap
pl
ie
d
i
n
s
e
c
ondary
s
ch
o
o
l
,
r
u
b
ri
cs
f
o
r
s
e
l
f
,
p
e
e
r
a
n
d
gro
up
a
s
se
ssm
e
nt,
co
nce
p
t
ma
p,
s
truc
tu
r
e
d
gr
id,
dia
g
n
o
s
tic
b
ra
n
c
h
ed
t
re
e
and
w
o
rd
t
e
s
t
s
,
st
ud
i
e
s
on
the
su
bj
ect
o
f st
a
t
i
s
ti
c
s
an
d
ref
l
ect
iv
e
di
ari
e
s p
r
ep
a
r
e
d
by
t
h
e st
ude
n
t
s ar
e
i
n
c
l
ude
d.
Se
lf,
pee
r
an
d gro
u
p
assessm
e
n
t
s
:
P
rospe
c
t
i
ve
tea
ch
er
s m
a
de
w
ee
kly,
pe
e
r
and gr
oup
assessm
ents
w
ith
r
ubrics
w
h
ic
h c
o
nsiste
d of t
h
e
c
ri
t
e
ri
a prep
a
r
ed
b
y
th
e
l
e
ct
ure
r
on
the
sub
j
ec
t
of t
he
w
ee
k. T
h
e
assessm
ent
s
w
er
e ke
pt i
n the
por
tfoli
o
.
C
once
p
t m
ap, str
u
ct
ure
d
grid
, diag
nos
tic branc
he
d
tree
a
n
d
w
o
rd
te
st:
Pr
o
s
pe
ct
iv
e t
e
a
c
he
rs
prepa
r
ed
c
o
n
ce
pt m
ap,
st
r
u
ct
u
r
ed
g
rid,
d
ia
gnos
tic
b
ranc
he
d tre
e
a
nd w
o
rd
t
est re
l
a
te
d t
o
th
e
s
ub
j
e
cts i
n
c
l
ude
d
i
n
th
e
s
ec
ond
a
r
y
sc
ho
ol
Tu
r
kish
cou
rse
cu
rri
c
u
lu
m. Th
e
st
u
d
i
es
w
e
re
k
ept
in
t
he
p
ortfo
l
io
.
Refl
ec
ti
v
e
di
arie
s:
E
ac
h prosp
e
c
t
i
v
e
teac
her
kep
t
a
diary
t
o re
flect
h
i
s
/
h
er
e
va
lu
a
tio
ns o
n
t
h
e
c
our
se
proce
s
s
an
d,
in
par
t
i
c
ul
a
r
,
on a
u
the
n
tic
a
sses
s
m
e
nt.
The dia
r
i
e
s bo
th i
n
f
l
u
e
n
ce
d t
h
e
ac
hie
v
e
m
e
n
t gra
d
e of t
he
pros
pec
t
i
v
e
tea
c
h
ers a
nd w
e
re
u
sed a
s
a
qual
i
t
a
t
i
ve
da
t
a
col
l
ec
tion tool in the
research
.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
. E
v
a
l
. a
nd Res.
Educ.
V
o
l.
8
,
No.
2, June 2019: 299 -
3
1
2
30
2
I
n
the
c
o
n
tro
l
g
rou
p
,
authe
n
tic
a
ssessme
n
t
(aut
he
nt
ic
t
a
s
k and
al
terna
tive
assessm
ent) a
p
p
lic
a
t
i
o
ns
w
e
r
e
not
i
nc
lu
de
d.
2.4.
Da
ta
col
l
e
c
ti
o
n
tools
Meas
ure
m
e
n
t
a
n
d
E
v
a
l
ua
t
i
o
n
A
c
h
i
e
vem
e
nt
T
es
t,
A
tt
i
t
u
d
e
tow
a
rd
E
d
uca
t
i
o
nal
M
e
as
ure
m
e
n
t
Inve
nt
ory,
S
e
m
i
-
S
t
ructure
d
I
n
t
e
r
view
F
orm a
nd U
n
struc
t
u
r
e
d
D
iar
ie
s
we
r
e
use
d as
d
ata
col
l
e
c
t
io
n t
o
o
l
s
.
M
e
as
urem
en
t
an
d Ev
al
u
a
ti
o
n
Ach
i
ev
em
e
n
t T
e
st:
T
he
r
esea
rche
r
cre
a
ted
it
a
f
te
r
t
h
e
i
t
e
m
a
na
lysis
of
the
m
u
l
t
i
p
le
c
h
o
ice
q
u
es
tio
ns
p
re
pare
d
in
t
he
a
sse
s
sm
en
t
a
nd
e
v
al
ua
t
i
o
n
c
ourse
g
ive
n
i
n
the
fa
l
l
s
e
m
e
s
t
e
r
of
20
1
5
-2
01
6.
A
cc
ord
i
ng
to
t
he
i
tem
a
n
a
l
ysis,
q
u
es
ti
o
n
s
w
i
t
h
a
d
e
g
re
e
o
f
d
i
s
cri
m
i
n
a
t
ion
of
m
o
r
e
t
h
an
0
.3
0
we
re
selec
t
e
d
i
n
suc
h
a
w
ay
t
hat
th
e
y
w
o
u
l
d
no
t
i
m
pa
ir
t
he
v
a
lid
it
y
o
f
t
he
t
est.
M
u
l
t
i
p
l
e
c
h
oic
e
q
ues
t
i
o
ns
4
0
in
t
h
e
ac
hi
e
v
em
en
t te
st.
The
K
R
-
2
0
re
l
i
a
b
i
l
ity
c
oe
f
f
ic
ie
nts w
e
re
c
a
l
c
u
l
a
t
e
d a
s
.
8
7
a
nd .
89 for
pre
-
test a
nd p
o
s
t
-
t
e
s
t
.
At
ti
tude
t
o
war
d
E
duc
a
t
i
o
na
l
M
e
as
urem
e
n
t
I
n
ven
t
o
ry:
I
t
w
a
s
de
vel
o
ped
b
y
B
rya
n
t
a
nd
Barne
s
[
3
2
]
and
a
d
a
p
te
d
to
T
ur
k
i
s
h
b
y
O
zan
a
nd
K
öse
[3
3].
The
i
nve
nt
ory
co
n
s
i
s
t
s
of
31
ite
ms
i
n
thre
e
d
i
m
e
ns
ions,
5-
po
int
Like
rt
t
ype,
w
h
ich
ar
e
of
“
r
e
leva
nc
e”,
“
affec
t
i
v
e”
a
nd
“
c
o
u
rse”.
T
he
C
ron
b
ac
h’s
Alp
h
a
rel
i
a
bi
l
i
t
y
coe
f
fic
i
e
n
ts r
ange
d
from
.
70
to
.
9
2
ac
cord
i
n
g to
t
he
o
vera
ll i
n
ve
n
t
or
y a
nd
sub-
dime
n
s
i
o
n
s
o
f
the i
n
ven
t
ory
for
pre-
t
e
st an
d
p
ost-te
st.
Se
m
i
-S
truc
ture
d
Interv
ie
w
F
o
rm
:
T
he
s
e
m
i-struc
t
ur
ed
i
n
t
e
r
v
i
ew
f
or
m
use
d
f
or
q
ual
i
t
at
ive
da
ta
col
l
ec
t
i
o
n
w
as
d
eve
l
ope
d
b
y
t
he
r
ese
a
rc
h
e
r
a
n
d
co
ns
is
t
s
o
f
fi
ve
ope
n-en
de
d
ques
t
io
ns.
F
o
r
t
h
e
val
i
di
ty
o
f
t
h
e
con
t
e
n
t,
t
he
i
n
s
t
r
uc
tor
w
a
s
in
t
he
c
urric
u
l
u
m
and
ins
t
ruc
t
io
n
f
i
e
l
d
a
n
d
t
h
e
o
p
i
n
i
o
n
s
o
f
t
h
e
f
o
u
r
e
x
p
e
r
t
s
w
h
o
t
o
o
k
t
h
e
me
a
s
uremen
t
an
d
eval
u
a
ti
on
c
ou
rses
w
ere
a
p
pli
e
d
.
T
h
e
n
,
t
h
e
p
r
e
-
i
n
t
e
r
v
i
e
w
w
a
s
c
o
n
d
u
c
t
e
d
w
i
t
h
f
o
u
r
stude
n
t
s
i
n
t
he e
xper
i
m
e
nta
l
g
rou
p
a
nd
the
fi
nal
form
w
a
s
give
n
.
Un
st
ru
ct
ured
Di
a
r
i
e
s:
A
no
the
r
d
ata
c
o
l
l
ec
tio
n
t
o
ol
u
se
d
f
o
r
col
l
e
c
ti
n
g
q
ua
lita
t
i
ve
d
at
a
i
s
uns
t
r
uc
t
u
red
d
i
ar
i
e
s.
T
he
d
i
a
ries
k
e
p
t
by
e
ac
h
pros
pec
t
i
v
e
t
e
a
c
her
i
n
c
l
ude
t
he
c
o
u
rse
pro
c
ess
d
u
ri
n
g
t
h
e
1
4-
w
e
e
k
c
ourse
a
nd
re
flect
i
o
n
s
on
a
u
t
h
e
n
t
i
c
as
sessme
n
ts.
In
a
dd
i
t
i
o
n
,
diarie
s
we
re
u
sed
as
one
o
f
t
h
e
al
t
e
r
n
at
i
v
e
assessm
ent tool
s
in
t
he course.
2.5.
Da
ta
a
na
ly
si
s
Th
e
qu
an
tit
ati
v
e
d
a
t
a
c
ol
le
c
t
ed
v
i
a
d
a
t
a
c
o
ll
e
c
t
i
o
n
i
n
st
ru
men
t
s
w
as
a
nal
y
ze
d
v
i
a
S
P
S
S
-23
pac
k
a
g
e
p
r
og
ram.
I
n
the
a
n
al
y
s
i
s
o
f
qu
a
n
ti
t
a
t
i
v
e
d
ata,
i
nd
ep
end
e
nt
s
amp
les
t
tes
t
,
paire
d
s
am
p
l
es
t
t
es
t,
a
na
ly
sis
o
f
cova
r
i
ance
(
A
N
C
O
V
A
)
and
mult
iva
r
ia
te
a
n
a
ly
sis
o
f
c
o
v
a
r
iance
(
M
A
NCOVA)
w
ere
u
s
ed
a
ft
er
n
o
r
mal
i
t
y
a
n
d
ot
her
t
e
st
a
ss
u
m
pti
o
ns w
er
e me
t
.
I
n
t
he
a
na
lys
i
s
of
qua
l
i
t
a
ti
v
e
d
ata
,
c
o
n
t
e
n
t
ana
l
ysi
s
a
p
p
r
oac
h
w
a
s
ad
op
te
d.
D
a
t
a
o
b
ta
i
n
ed
f
r
o
m
in
t
e
rv
iew
f
o
rm
a
nd
dia
r
ies
w
e
re
p
r
e
sented
t
oge
the
r
.
The
d
a
ta
o
b
tai
n
ed
f
rom
t
h
e
i
n
ter
v
ie
w
for
m
a
nd
the
diar
ies
wer
e
a
na
lyz
e
d
b
y
two
re
sear
cher
s,
b
o
t
h
of
t
he
r
e
s
ear
che
rs
w
or
k
i
n
g
a
s
an
i
ns
t
r
uc
tor
i
n
t
he
f
ie
l
d
o
f
curr
i
c
u
l
um
a
nd
i
n
s
tr
uc
ti
on.
D
a
t
a
w
a
s
di
v
i
de
d
int
o
c
ode
a
nd
c
a
t
e
go
ri
e
s
a
c
c
o
r
di
ng
t
o
c
onte
n
t
an
aly
s
i
s
.
In
o
rd
e
r
to
e
nsure
the
re
l
i
a
b
i
l
ity
b
e
t
w
een
t
he
e
n
c
o
d
ers,
R
e
l
ia
bi
li
ty
=
A
gr
eem
en
ts
/
(
A
g
r
e
e
m
ents
+
D
isa
g
re
em
ent)
relia
bi
l
ity
f
orm
u
l
a
p
r
opo
se
d
by
M
i
l
e
s
an
d
H
uberm
an
[
3
4
]
w
a
s
u
se
d
.
A
cc
o
r
di
ng
t
o
th
is
f
o
r
mu
l
a
,
t
h
e
codi
ng
relia
bi
l
ity
w
as c
alcu
la
te
d
as .
8
8
.
3.
RESULT
S
A
N
D
DISCU
SSIO
N
3.1.
Q
u
a
n
ti
ta
t
i
v
e
f
i
n
d
i
ng
s
Ta
b
l
e
1
s
how
s
the
aca
dem
i
c
ac
hie
v
em
en
t
pre
-
test
s
c
o
re
s
of
t
he
c
o
n
t
r
o
l
a
nd
e
xp
e
r
ime
n
t
a
l
g
r
ou
p
befor
e
t
he
e
xp
erim
enta
l
proc
e
dures.
A
c
cordin
g
to
T
a
b
le
1
,
the
r
e
i
s
n
o
s
ig
ni
fica
n
t
d
iffe
renc
e
be
tw
ee
n
th
e
pre
-
tes
t
score
s of
t
h
e
c
on
t
r
o
l
a
n
d
e
xper
i
m
e
nta
l
g
r
o
u
p
(
t=
.
0
67
;
p
=
.
9
47).
Tab
l
e
1
.
Pre-
t
est re
sul
t
s o
f
a
c
a
dem
i
c
ach
iev
e
me
nt
D
e
pe
n
d
e
n
t
va
r
i
a
b
le
G
r
oup
n
X
Sd
df
t
p
A
c
ad
e
m
i
c
a
ch
i
e
v
e
m
e
n
t
Co
n
t
r
o
l
45
27
.
5
3
10.
67
93
.
067
.947
E
xpe
ri
m
e
nt
a
l
50
27
.
4
0
8.
70
Ta
b
l
e
2
s
h
ow
s
t
h
e
a
tti
t
udes
t
o
w
a
r
d
e
duc
a
t
i
o
nal
m
easur
em
ent
pre
-
t
e
st
s
c
o
re
s
of
t
h
e
c
o
n
t
r
ol
a
nd
expe
r
i
me
n
t
a
l
g
rou
p
b
e
f
ore
t
h
e
exper
i
m
e
n
t
a
l
p
roced
ur
es;
t
h
ere
is
n
o
sig
n
i
fica
nt
d
i
ffe
re
n
c
e
be
t
w
ee
n
th
e
pre
-
tes
t
s
core
s
of
t
he
c
o
n
t
rol
a
n
d
experim
e
n
t
a
l
g
ro
up
f
o
r
t
h
e
a
t
t
i
t
ude
s
t
o
w
a
rd
e
duca
t
io
na
l
me
asure
m
e
n
t
(t
=.
03
6
;
p
=
.
9
4
7
)
.
T
a
b
l
e
3
s
h
o
w
s
t
h
e
p
r
e
-
t
e
s
t
a
n
d
p
o
s
t
-
t
e
s
t
a
c
a
d
e
m
i
c
a
c
h
i
ev
eme
n
t
sco
r
es
o
f
th
e
co
nt
rol
a
n
d
expe
r
i
me
n
t
a
l
g
rou
p
.
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval a
nd
Re
s Ed
uc.
I
S
S
N
:
2252-
88
22
T
h
e
effec
t
of
aut
he
nt
ic
asse
ssm
e
n
t o
n
ac
a
d
e
m
ic
ach
i
eve
m
e
nt a
n
d
att
i
t
u
de
to
war
d
s
…
(Cey
hu
n O
z
an)
30
3
Ta
b
l
e
2.
Pre-test
resul
t
s
o
f
a
tti
tu
des t
o
w
a
rd e
duca
t
io
na
l m
e
a
s
u
re
me
n
t
Dim
e
nsions
G
r
oup
n
X
Sd
df
t
p
Re
le
v
a
nce
C
ontrol
45
3.
97
.
59
93
.
213
.
831
E
xpe
ri
m
e
nta
l
50
3.
94
.
52
Affe
c
t
ive
C
ontrol
45
3.
37
.
55
93
-
.
013
.
990
E
xpe
ri
m
e
nta
l
50
3.
37
.
48
C
our
s
e
C
ontrol
45
3.
31
.
40
93
-
.
339
.
735
E
xpe
ri
m
e
nta
l
50
3.
33
.
37
Ge
n
e
r
a
l
C
ontrol
45
3.
60
.
41
93
.
036
.
971
E
xpe
ri
m
e
nta
l
50
3.
59
.
34
Ta
ble
3.
A
ca
dem
i
c
a
c
hie
v
em
ent
pre-te
st
a
n
d
pos
t-te
st m
ea
n and
s
t
a
n
d
ard
d
e
via
t
i
o
n
va
l
u
es
D
e
pe
n
d
e
n
t
va
r
i
a
b
le
G
r
oup
n
X
Sd
A
c
ad
e
m
i
c
a
ch
i
e
v
e
m
e
n
t
C
o
n
t
r
o
l P
r
e
-
te
st
45
27.
53
10.
67
Co
n
t
r
o
l
P
o
s
t
-
t
e
s
t
45
49.
02
14.
45
E
xpe
ri
m
e
nt
a
l
Pre
-t
e
s
t
50
27.
40
8.
70
E
xpe
ri
m
e
nt
a
l
P
ost-te
st
50
58.
34
12.
45
Ac
cordi
n
g
t
o
T
a
b
le
3
t
he
p
re
-test
an
d
p
o
st-te
s
t
sc
ores,
it
w
as
de
ter
m
ined
t
hat
t
h
e
ac
adem
ic
ac
hi
e
v
em
en
t
s
c
ore
s
o
f
bo
th
t
he
c
o
n
t
rol
a
n
d
the
e
xpe
rime
n
t
a
l
g
ro
up
in
c
r
e
a
s
ed.
Tab
l
e
4
s
how
s
the
A
N
C
O
V
A
re
su
lt
s
of
t
h
e
s
ig
ni
fi
can
t
di
ffe
r
e
n
c
e
b
et
we
en
t
h
e
p
o
s
t
-
t
e
st
a
ca
de
mic
a
c
h
i
evem
en
t
sc
ore
s
o
f
t
h
e
c
o
n
t
rol
a
n
d
expe
r
i
me
n
t
a
l
g
rou
p
s.
Tabl
e 4
.
Acad
e
mi
c
ach
i
e
v
e
men
t
ANCOVA
r
e
sul
t
s
Sourc
e
of V
a
r
i
a
n
c
e
Su
m
of
S
qua
r
e
s
df
Mea
n
of
Squa
r
e
s
F
p
Co
v
a
r
i
at
e v
a
r
i
ab
l
e
(
P
r
e-
t
e
s
t
)
2746.
0
6
8
1
2
746.
0
6
8
17.
999
.
000
G
r
oup
2023.
3
0
3
1
2
023.
3
0
3
13.
262
.
000
Er
r
o
r
1403
6.
130
92
1
52.
56
7
T
o
ta
l
1883
8.
484
94
Whe
n
t
he
p
r
e
-tes
t
sc
or
es
w
er
e
c
o
variat
ed,
a
c
c
ord
i
n
g
t
o
Ta
ble
4
,
a
s
i
g
n
i
f
i
c
a
n
t
d
i
fference
was
f
ound
b
e
t
w
e
e
n
t
h
e
co
nt
rol
a
n
d
e
xpe
ri
me
n
t
al
g
roup
s
po
st
-t
e
s
t
a
c
a
d
e
m
i
c
ac
h
i
e
v
em
ent
sc
ores.
(F=13.2
6
2
;
p
=
.
000
)
.
Tab
l
e
5
sh
ow
s t
h
e
m
e
a
n
a
n
d
s
tan
d
ar
d
de
via
t
i
on
va
l
u
e
s
o
f th
e
con
tro
l
a
nd
e
xpe
r
i
me
nt
a
l
g
rou
p
'
s
a
tti
t
ude sc
o
res
ac
cord
in
g t
o
di
m
ensi
on
s.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
. E
v
a
l
. a
nd Res.
Educ.
V
o
l.
8
,
No.
2, June 2019: 299 -
3
1
2
30
4
Ta
ble
5.
A
ttitu
des
tow
a
rds e
d
ucat
i
ona
l m
e
a
s
ur
em
ent pre
-
te
st a
n
d
pos
t
-
t
e
s
t
m
e
a
n
and stan
da
rd
de
v
i
a
t
i
o
n va
lu
e
s
D
i
m
e
nsions
G
r
oup
n
X
Sd
R
e
le
va
nc
e
C
ontr
o
l
P
r
e
-
te
st
45
3.
97
.
59
C
o
n
t
r
o
l
Po
s
t
-
t
es
t
45
4.
11
.
55
E
xpe
r
i
m
e
nt
a
l
P
re
-t
e
s
t
50
3.
94
.
52
E
xpe
r
i
m
e
nt
a
l
P
ost-te
st
50
4.
43
.
66
Af
f
e
ct
i
v
e
C
ontr
o
l
P
r
e
-
te
st
45
3.
37
.
55
C
o
n
t
r
o
l
Po
s
t
-
t
es
t
45
3.
48
.
75
E
xpe
r
i
m
e
nt
a
l
P
re
-t
e
s
t
50
3.
37
.
48
E
xpe
r
i
m
e
nt
a
l
P
ost-te
st
50
3.
92
.
84
C
ourse
C
ontr
o
l
P
r
e
-
te
st
45
3.
31
.
40
C
o
n
t
r
o
l
Po
s
t
-
t
es
t
45
3.
58
.
70
E
xpe
r
i
m
e
nt
a
l
P
re
-t
e
s
t
50
3.
33
.
37
E
xpe
r
i
m
e
nt
a
l
P
ost-te
st
50
4.
02
.
86
Gen
e
r
a
l
C
ontr
o
l
P
r
e
-
te
st
45
3.
60
.
41
C
o
n
t
r
o
l
Po
s
t
-
t
es
t
45
3.
77
.
54
E
xpe
r
i
m
e
nt
a
l
P
re
-t
e
s
t
50
3.
59
.
34
E
xpe
r
i
m
e
nt
a
l
P
ost-te
st
50
4.
16
.
69
A
c
cordi
n
g
t
o
T
ab
le
5
,
it
w
a
s
de
term
ine
d
t
h
a
t
bo
th
t
he
c
o
n
tro
l
a
nd
the
e
x
perim
e
n
t
al
g
ro
ups
'
pre-te
st
and
post-
t
e
st
s
core
s
fo
r
t
h
e
e
d
uc
a
t
io
na
l
a
s
se
ssm
e
nt
w
er
e
i
n
c
r
ea
s
e
d
.
T
a
b
l
e
6
s
h
o
w
s
t
h
e
M
A
N
C
O
V
A
r
e
s
u
l
t
s
o
f
the
si
g
n
i
fican
t
d
i
ffere
nce
be
tw
ee
n
t
h
e
c
o
n
t
ro
l
a
nd
e
x
perim
e
nta
l
g
r
oup's
p
os
t-tes
t
s
c
o
r
e
s
for
the
atti
tudes
towards
educa
tional assessment
.
Ta
ble
6.
A
ttitu
de
t
ow
ards e
d
u
cati
o
na
l a
s
se
ssm
e
nt
M
A
N
C
O
V
A
re
s
u
l
t
s
Va
lue
F
H
y
pothe
s
i
s
df
Er
r
o
r
d
f
p
Wilks
’
L
am
b
d
a
.914
2.
772
3
88
.
046
Wh
en
t
h
e
p
re
-t
est
sco
r
es
w
ere
co
v
a
ri
at
ed
,
ac
co
rdi
n
g
to
T
a
b
l
e
6
,
s
ignificant
d
if
ference
was
found
betw
ee
n
the
c
ontro
l
a
n
d
e
xper
i
m
e
nta
l
g
r
oup's
p
o
s
t
-te
s
t
sc
ore
s
f
or
t
he
a
t
t
itu
des
t
o
w
a
r
d
s
ed
u
c
a
t
i
o
na
l
assessm
ent.
(
F=
2.77
2
;
p
=.04
6).
Ta
bl
e
7
sho
w
s
t
h
e
sig
n
i
f
i
c
a
nt d
i
ffere
n
ce
s
i
n
t
he
d
im
ens
i
ons
o
f t
h
e
scal
e
.
Tabl
e
7
. MANC
OVA
res
u
l
t
s
acco
r
d
i
n
g
t
o
t
he scal
e
o
f att
i
t
u
d
e
t
o
w
ar
d
s
e
d
u
c
a
t
i
o
na
l
me
asurem
ent
S
u
m
of
S
qua
re
s
df
M
ean
o
f
S
q
u
a
r
e
s
F
p
R
e
le
va
nc
e
2.
326
1
2.
326
6.
123
.
015
Af
f
e
ct
iv
e
4.
394
1
4.
394
6.
875
.
010
C
ourse
3.
931
1
3.
931
6.
496
.
013
Gen
e
r
a
l
3.
339
1
3.
339
8.
441
.
005
A
c
cordi
n
g
t
o
T
ab
le
7
,
ac
cor
d
i
n
g
t
o
t
he
s
c
o
re
s
of
t
he
c
o
n
tr
ol
a
n
d
exp
e
ri
me
n
t
al
g
roup,
t
h
e
re
i
s
a
sign
ifica
n
t
dif
f
ere
n
ce
f
or
b
ot
h
t
h
e
sca
l
e
a
n
d
th
e
su
b-d
i
me
n
s
ion
s
o
f
t
he
s
c
a
le.
The
p
o
st-
t
est
a
tti
tu
de
s
c
o
r
e
s
of
the
e
x
pe
rime
n
t
a
l
g
r
oup
w
e
re
s
i
g
n
i
fica
ntl
y
h
i
g
h
e
r
t
h
an
t
h
e
p
o
s
t
t
e
s
t
a
t
t
i
t
ude
s
core
s
of
t
he
c
o
n
tr
ol
g
r
o
u
p
o
f
all d
i
m
e
ns
ion
s
.
3.2.
Qu
al
i
t
ati
v
e f
i
n
d
in
gs
C
o
n
t
e
n
t ana
l
ys
is r
esulte
d in fi
v
e
ca
t
e
g
o
rie
s
:
A
f
fec
t
i
v
e
dime
ns
i
o
n
,
Positive
aspe
c
t
s,
N
e
g
ati
v
e a
s
pec
t
s,
A
ttit
u
d
e
t
o
w
a
r
d
s t
h
e
course
, U
sa
bil
i
t
y
i
n ot
her
course
s. Ta
b
le
8
an
d su
bse
que
n
t
d
escr
ip
ti
ons
a
r
e
r
elated
t
o
how
st
u
d
e
n
t
s fe
el dur
in
g
the
pra
c
t
i
ce
of a
u
t
he
n
tic
tas
k.
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval a
nd
Re
s Ed
uc.
I
S
S
N
:
2252-
88
22
T
h
e
effec
t
of
aut
he
nt
ic
asse
ssm
e
n
t o
n
ac
a
d
e
m
ic
ach
i
eve
m
e
nt a
n
d
att
i
t
u
de
to
war
d
s
…
(Cey
hu
n O
z
an)
30
5
Ta
b
l
e
8.
S
tude
n
t
s’
f
ee
ls
dur
in
g the
au
t
h
en
t
i
c
tas
k
p
rac
t
i
c
e
Ca
te
gory
f
C
o
d
e
s
A1
Affe
c
t
ive
dim
e
nsi
o
n
30
T
h
e
s
e
nse
of
t
e
a
c
h
ing
(S
7
, S
8
, S
9
,
S
12
, S
13
, S
15
, S
19
,
S
20
,
S
21
, S
22
,
S
24
,
S
2
6,
S
28
,
S
30
, S
31
, S
33
,
S
34
,
S
35
, S
37
,
S
38
,
S
40
,
S
41
,
S
42
, S
43
, S
44
,
S
45
,
S
46
, S
49
,
S
50
)
29
H
a
ppi
n
e
ss,
d
e
lightful
(
S
4,
S
1
,
S
9
, S
11
,
S
14
, S
16
, S
17
,
S
18
,
S
19
, S
20
,
S
24
,
S
25
,
S
28
,
S
29
,
S
32
, S
33
, S
34
,
S
35
,
S
36
, S
37
,
S
38
,
S
39
,
S
41
,
S
42
, S
44
, S
47
,
S
48
,
S
49
, S
50
)
28
E
x
c
iting (S
2,
S
4
,
S
5
,
S
6
,
S
7
, S
13
,
S
14
,
S
15
, S
17
,
S
18
,
S
19
, S
22
,
S
23
, S
29
,
S
30
,
S
31
,
S
32
,
S
34
, S
35
, S
37
,
S
38
,
S
39
, S
40
,
S
41
,
S
42
,
S
44
,
S
45
, S
50
)
6
M
o
ti
va
ting
(S
5
,
S
27
, S
41
,
S
43
,
S
49
, S
50
)
1
F
e
a
r
(
S
39
)
Tabl
e
8
sho
w
s
t
h
a
t
s
tu
d
e
nt
s'
v
i
e
ws
a
b
out
w
ha
t
th
e
y
f
e
e
l
du
ri
ng
the
a
u
t
h
e
n
tic
t
as
k
are
ve
ry
s
im
i
l
a
r
.
It
cou
l
d
be
s
a
i
d
tha
t
t
he
opi
n
i
ons
f
oc
use
d
o
n
the
se
nse
of
t
eac
h
i
n
g,
e
xc
i
t
e
m
e
n
t
an
d
h
a
ppi
ness.
S
tu
d
e
nt
S
2
em
phas
i
zes
t
h
a
t
t
h
e
y
a
r
e
e
x
c
ite
d
a
b
ou
t
pu
tt
i
ng
t
h
em
sel
v
es
u
n
d
e
r
a
t
e
a
c
h
e
r
.
S
t
u
d
e
n
t
S
3
s
tate
d
t
h
a
t
it
w
a
s
a
grea
t
fee
l
ing
f
o
r
t
h
em
t
o
be
i
n
t
ere
s
t
e
d
i
n
c
hi
ldr
e
n.
S
tu
d
e
nt
S
4
s
t
a
te
d
t
h
at
i
t
w
a
s
ve
ry
n
ice
to
e
x
p
e
r
ienc
e
aut
h
e
n
t
i
c ta
sk
p
rac
t
i
c
e a
nd i
t
e
xci
t
e
d
m
e. This is e
vide
n
t
i
n
t
h
e
o
ne
-t
o-o
n
e qu
o
t
at
i
o
n
s
fr
o
m
stude
nts
:
S
t
ude
n
t
S
3:
…
Bein
g
re
a
lly i
n
te
reste
d
in
c
h
i
l
d
ren,
w
h
e
n
the
y
ask
que
s
tio
ns,
t
h
ey
c
a
n he
lp
us l
ook
int
o
our
e
y
e
s
,
and
beh
a
v
e
as
i
f
we
are
re
al
ly te
ac
he
rs, an
d
I
a
m
a pers
on
wh
o l
o
ves c
h
i
l
d
re
n very
m
u
c
h
.
It was n
i
ce
t
o
b
e
there
wit
h
t
h
em. …
S
t
ude
n
t
S
4
:
So
i
t
is a
v
e
r
y
si
m
p
le a
p
p
l
i
c
a
t
i
o
n
,
bu
t
i
t
was
our
first
e
x
p
er
ienc
e
af
ter
a
l
l
.
It
m
a
de
yo
u
feel a
d
i
ffere
n
t
em
ot
io
n, b
o
th thr
i
l
l
e
d
…
S
t
ude
n
t
S
6
:
For
t
h
e first
t
i
me, I was on
the
test,
no
t
t
h
e
ex
a
m
.
T
hat w
a
s v
e
ry
exc
i
t
in
g.
S
t
ude
n
t
S
10
:
For ev
ery stude
nt
,
w
i
n
n
i
n
g
a un
ive
rsi
ty is
a
go
al
.
Y
o
u
d
o
no
t
h
a
ve
a
n
y
i
d
ea
wh
a
t
is
go
ing
o
n
u
n
t
i
l
you
g
r
a
dua
te.
Yo
u w
ill c
o
nt
in
ue
to
re
ad
a
n
d
pass ex
am
s,
j
u
st t
o
pas
s
w
i
t
h
o
u
t
le
ar
nin
g
about
t
h
e env
i
ronme
n
t
,
th
e
location, and the
difficul
ties
of
your work.
With thi
s
pr
ac
tice, I
bel
i
eve
th
at I
h
a
ve
br
oke
n
d
o
w
n th
i
s
t
a
b
o
o
. Whe
n
I
gra
d
uate
,
I
kno
w
w
h
at is
wai
t
i
n
g
for the
env
i
ro
nm
e
n
t
an
d
m
e
. In
add
it
i
on, it
i
s
s
u
ch
a
fee
l
i
n
g th
a
t
t
h
e rec
i
p
e
i
s
im
pos
sib
l
e
.
All I c
a
n
say
i
s
, yes,
I
am
i
n
th
e
righ
t de
par
t
m
e
n
t
.
S
t
ude
n
t
S
34
:
In
th
is ap
p
l
i
c
a
t
i
on, I
fe
l
t
m
y
se
lf a
c
o
m
p
l
e
te t
e
ac
he
r. I
hav
e
lea
r
ne
d
wi
t
h
t
h
i
s
pr
ac
ti
c
e
wh
at
a
b
e
a
u
ti
f
u
l
prof
e
s
sio
n
it
i
s
.
I wa
s v
e
ry
ex
ci
te
d
and
e
n
jo
y
e
d
it
du
ri
ng
th
e
a
ppl
i
c
ati
o
n
.
S
t
ude
n
t
S
39
:
Of
c
o
u
rse
, th
e
r
e
wa
s
a
l
o
t
of
exc
i
t
e
me
n
t
. Be
cau
s
e
w
e
w
e
r
e
in
a
real
en
vi
ronme
n
t
.
Th
e
r
e
w
a
s
a
se
n
s
e o
f
f
e
a
r
ex
cep
t
for
th
e
e
xci
t
e
me
n
t
.
I
thi
n
k I w
a
s v
e
r
y n
e
r
v
ous
b
e
c
a
us
e i
t
w
a
s
t
h
e
fi
rst
ex
per
i
ence
. H
o
w
e
ver,
in sp
i
t
e
of e
v
e
r
y
t
h
i
ng,
i
t
was
very
spec
i
a
l
to
l
i
v
e
an
d
fe
el th
a
t
mome
n
t
.
Tabl
e
9
a
n
d
th
e
fol
l
o
w
i
n
g
de
scri
pt
ion
s
a
bo
ut
t
h
e
p
o
s
it
i
v
e
a
s
p
e
c
t
s
o
f
t
h
e
a
p
p
lica
t
ion
m
a
de
i
n
the
sco
p
e
of a
u
t
he
nt
i
c
tas
ks.
Tab
l
e
9.
S
tude
nt
s' v
iew
s
o
n
t
h
e
po
si
tive
asp
e
cts of
a
u
t
hen
t
ic
t
asks
Ca
t
e
gory
f
C
ode
s
A2
Pos
itive
As
p
e
c
t
s
23
P
r
o
f
e
ssiona
l e
xpe
r
i
e
n
ce
(
S
2
,
S
6
, S
7
,
S
11
, S
15
,
S
18
,
S
19
,
S
20
,
S
21
, S
22
, S
23
,
S
26
,
S
28
, S
29
,
S
30
, S
31
, S
32
,
S
35
, S
36
, S
40
,
S
44
,
S
49
, S
50
)
17
B
e
tte
r
l
e
a
r
ni
ng
(
S
2
,
S
3,
S
5
,
S
22
, S
26
, S
27
,
S
34
,
S
35
,
S
37
,
S
39
, S
40
, S
41
, S
42
, S
43
,
S
45
,
S
47
,
S
50
)
14
G
i
ving
a
s
e
ns
e
of
t
ea
c
h
ing
(S
9
, S
10
, S
13
, S
14
,
S
16
,
S
17
,
S
18
,
S
23
, S
36
, S
38
,
S
41
,
S
42
, S
46
,
S
47
)
9
Ab
ility to
wo
rk
in
re
a
l
fi
e
ld
(S
1,
S
17
, S
23
, S
24
, S
29
, S
37
,
S
39
,
S
40
,
S
48
)
9
U
nde
r
s
ta
nd
th
e
impor
t
a
nce
of
e
x
a
m
pre
p
a
r
a
tion a
nd
a
p
pli
c
a
t
ion
(
S
6
,
S
8
, S
9
, S
13
,
S
15
, S
23
, S
33
,
S
34
, S
48
)
6
C
o
m
m
uni
c
a
ting
with
s
t
u
d
e
nts,
r
ec
og
nition
(S
1
,
S
2
, S
4
,
S
5
, S
22
,
S
38
)
5
S
e
lf-c
onfide
n
c
e
(S
12
, S
14
,
S
19
, S
21
,
S
34
)
4
P
r
ior
i
tiz
e
the ta
sk (S
2,
S
10
,
S
24
, S
25
)
3
G
a
ining
c
onsc
i
ous
ne
ss
of
re
sponsibi
l
ity
(
S
9
, S
17
, S
21
)
2
P
r
o
v
i
d
i
ng
the
oppo
rtunity
t
o
supe
rvis
e
the
sui
t
a
b
il
ity
o
f
t
h
e
t
ea
c
h
er
a
s
a
pro
f
e
ssion
(S
3,
S
22
)
2
U
nde
r
s
ta
nd
th
e
impor
t
a
nce
of
c
oope
ra
ti
on
(
S
6
,
S
9
)
2
Inc
r
e
a
s
ing
inte
re
st a
nd m
o
tiv
a
tion
for
the
c
ourse
(
S
26
,
S
27
)
1
R
e
c
ognizing
grou
p
f
r
ie
nds
(
S
16
)
Wh
en
T
abl
e
9
i
s
e
x
ami
n
ed
,
i
t
i
s
seen
t
h
a
t
stu
d
e
nt
s
’
e
xp
re
ss
di
f
f
e
re
nt
o
p
i
ni
on
s
a
b
o
u
t
t
h
e
po
si
tiv
e
aspec
t
s
o
f
a
u
t
h
e
nt
ic t
a
s
k
pra
c
t
i
ce.
A
c
c
ordi
ng
t
o
s
t
ude
nt
S
17
,
the
rea
l
e
nv
iro
n
m
e
nt
a
n
d
t
he
o
p
p
o
rt
un
ity t
o w
o
r
k
w
ith
t
he
s
t
ude
nt
g
rou
p
t
he
y
w
ill
e
n
c
o
u
n
t
e
r
w
hen
t
h
e
y
b
e
c
o
m
e
t
ea
c
h
ers
a
r
e
posi
tive
as
p
ects
o
f
a
uthe
nt
ic
t
as
k
prac
t
i
c
e
.
S
t
ude
nt
S
17
e
xpre
sses th
is si
t
ua
tio
n a
s
fol
l
o
w
s
:
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
. E
v
a
l
. a
nd Res.
Educ.
V
o
l.
8
,
No.
2, June 2019: 299 -
3
1
2
30
6
S
t
ude
n
t
S
17
…
If the
ant
hr
op
olo
g
i
s
t or t
h
e
doc
tor w
o
rk
w
ith
in
t
h
e
i
r
fie
l
d
, t
e
ac
hers s
hou
l
d
a
l
s
o
be
give
n
the
o
p
p
o
r
t
u
n
ity
t
o
cre
a
t
e
the
i
r o
w
n
re
al
f
i
e
l
d
.
Beca
u
s
e fo
r
me
, thes
e are the
re
al eng
i
nee
r
s.
A
s
a
c
i
v
il en
g
i
nee
r
,
as a
hum
an
e
ngi
nee
r
,
as
a hum
an
re
aring
en
g
i
n
eer
t
h
e
y
sh
o
u
l
d
h
a
v
e
g
i
ve
n th
e
m
m
o
re o
p
por
t
unit
i
es,
I hav
e
ex
per
i
ence
d
i
t
.
H
o
w
d
i
d I
li
v
e
?
Be
ca
use
we
ha
v
e
pre
pare
d
a
n
exam
f
o
r
p
e
opl
e
at
p
r
i
m
a
r
y
l
e
vel
an
d we
w
e
nt
t
o
t
h
e
e
n
v
i
ron
m
e
n
t
wh
er
e t
h
ose
p
e
o
p
l
e
i
f
w
e
h
ad ap
pl
i
e
d t
h
o
s
e
que
st
ions
t
o
o
t
he
r
s
t
u
d
en
ts or
o
t
her st
ude
n
t
s
i
n
a d
i
ff
e
r
e
n
t
s
e
tt
ing,
we
wo
ul
d no
t
be
ab
le
t
o
e
n
joy
t
h
at
ple
a
s
u
re
.
T
h
e
que
sti
ons
we
ha
d
were
ch
i
l
d
re
n a
t
pr
i
m
ary
leve
l. W
e
h
a
ve
see
n
th
i
s
c
onve
n
ien
c
e
bec
ause
t
h
ey
a
r
e
ou
r
corres
p
on
de
nt
s an
d w
e
perf
orm
e
d i
t
be
tter
wi
th
the
m
.
A
c
cordi
n
g to
t
he
st
ude
n
t
S
2
, w
hen t
h
e
y
be
c
o
m
e
te
ache
r
s, t
he
y gi
ve a cha
nc
e to ge
t
t
o k
now
t
h
e p
l
ac
e
the
y
w
i
l
l
w
o
rk
,
bec
a
use
the
y
a
re
p
ra
ct
ice-
or
i
e
n
t
ed
r
at
her
t
h
an
t
h
e
o
ret
i
ca
l,
t
he
y
pro
v
i
d
e
bet
t
er
l
ea
rn
i
n
g
an
d
gi
ve
t
hem
t
h
e
op
por
tun
i
ty
t
o
c
o
mm
u
n
ica
t
e
one-
t
o-
one
w
it
h
t
h
e
c
h
il
d
r
en.
This
s
i
t
u
atio
n
is
s
ee
n
in
t
he
f
o
l
l
o
w
i
n
g
s
t
at
em
e
n
t
s
o
f
t
h
e
s
t
u
d
en
t
S
2
:
S
t
ude
n
t
S
2
:
…
T
h
e pos
itive
th
in
g is
t
h
at
w
e
k
n
ew
t
h
e
p
l
ac
e we w
e
re
g
o
i
ng
t
o
w
o
rk
f
r
om
t
h
e
beg
i
nn
ing.
So we
s
a
w i
t
,
w
e
obse
r
ved
it.
T
h
e
o
re
ti
c
a
l
l
y
,
it doe
s no
t
m
a
t
t
e
r
f
o
r
y
o
u
i
f
y
o
u
do i
t
o
r
n
o
t.
So
t
h
e
ap
p
l
i
c
ati
o
n
d
o
es n
o
t
lik
e. We
sa
w
i
t
o
n
t
h
e spo
t
,
we s
a
w
th
e
dif
f
i
c
u
ltie
s.
W
e
o
b
se
rve
d
ev
eryt
hi
n
g
.
We tr
ie
d t
o
c
o
m
m
u
n
i
c
a
te
wit
h
th
e ch
il
dre
n
. W
e
co
ul
d
or
c
o
uld
no
t. I
t
is
n
o
t
e
x
act
l
y,
bu
t
w
e
ob
se
rved
,
a
t
l
e
ast
we
had
e
x
p
eri
e
n
c
e
.
S
t
ude
n
t
S
22
,
on
t
he
o
t
h
er
h
a
nd,
c
o
n
s
i
ders
t
hat
the
p
r
act
ic
e
of
a
u
t
he
nt
i
c
p
rac
tice
as
a
n
occ
u
p
a
tio
n
gi
ves
the
o
ppo
r
t
u
n
i
t
y
t
o
c
ont
rol
w
h
et
he
r
th
e
t
e
ac
hin
g
i
s
sui
t
a
b
le
f
or
h
i
m
/
h
e
r
a
nd
t
o
t
ur
n
the
the
o
ret
i
cal
educ
a
t
i
o
n
t
h
a
t
s
/he
ha
s
ta
ke
n
i
n
t
o
p
ra
c
tice
in
to
p
ra
ct
i
c
e.
S
tud
en
t
S
22
's
e
xpr
ess
i
ons
a
bou
t
t
h
ese
v
i
ew
s
are
as foll
o
ws:
S
t
ude
n
t
S
22
…
D
o
I
re
al
ly
w
a
nt to be
a te
ac
he
r
?
H
o
w ef
f
i
c
i
en
t
am
I
in t
h
e dep
a
rtm
e
nt I st
u
d
y
?
H
o
w
m
u
ch d
i
d I affe
ct yo
u?
Y
o
u
a
r
e
t
h
ink
i
n
g
ab
ou
t
t
h
em
. T
h
e
r
efo
r
e
,
th
is
is o
b
vi
o
u
s
l
y an
op
port
u
ni
t
y
fo
r
y
o
u
.
Be
c
a
use
ev
e
r
yt
h
i
ng
you se
e at
sc
h
o
o
l
i
n
on
e
-
to
-on
e
is al
i
v
e
t
h
ere
.
Y
o
u
d
e
al
wit
h
t
h
e
stud
e
n
t
,
you
exc
h
a
nge i
n
f
o
rm
a
t
i
on.
It
was a
g
o
od c
h
ance
f
o
r
m
e
to
re
a
l
ly
dec
i
de
w
h
a
t
I re
al
ly
wa
nte
d
.
I w
i
s
h
we
h
ad a ye
ar
of e
d
uca
t
io
n in
this
nex
t
f
our y
e
ars, I wi
s
h
I ha
d do
ne
suc
h
ap
p
lic
a
tio
ns,
p
r
o
j
ec
t
s
.
Of
cou
rse,
i
f
suc
h
op
por
tu
n
itie
s oc
c
u
r,
f
o
r e
x
am
p
l
e,
o
n
e
m
a
y
draw
t
h
e
p
a
t
h
a
t
t
h
e v
e
ry be
g
i
n
n
i
n
g
.
Be
cau
s
e
t
h
e
ped
ago
gi
c
a
l
tr
ain
i
ng
y
o
u
ta
k
e
i
s
a
l
o
t
d
i
f
f
e
r
e
n
t
t
h
an
ap
pl
y
i
ng
i
t
.
S
t
ude
n
t
S
38
a
l
s
o
sta
t
e
d
t
hat
pro
v
i
d
i
n
g
t
h
e
op
p
o
rt
un
i
t
y
to
s
ee
t
he
l
e
v
el
o
f
s
tu
d
e
nts
is
t
he
pos
it
iv
e
aspec
t
of
au
th
e
n
t
i
c
tas
k
s.
T
he
s
ta
t
e
me
nts
of t
hi
s view
a
re
a
s
f
o
llo
ws:
S
t
ude
n
t
S
38
:
T
h
e
po
si
t
i
v
e
asp
e
c
t
u
ltim
a
t
ely
i
s
to m
a
ke an
im
pl
e
m
ent
a
t
i
on.
W
e
di
d t
h
i
s
im
p
l
e
m
en
ta
t
i
o
n
for t
h
e
si
x
t
h
gra
d
e
.
T
h
ey
were
ab
le
t
o
dete
rm
i
n
e
wha
t
lev
e
l
t
h
ey
we
re at
or
to
dete
rm
i
n
e the
lev
e
l
o
f
re
l
i
a
b
ili
ty or ge
nera
l
st
a
t
e
o
f
the te
st.
It
w
a
s use
f
ul i
n
th
i
s
re
sp
ect; it
w
a
s a
g
ood
p
r
ac
ti
c
e
.
S
t
ude
n
t
S
5
:
Teach
i
n
g
w
a
s a v
e
ry pos
i
t
i
v
e
t
h
i
ng.
Y
o
u re
al
i
z
e
wh
a
t
w
ill ha
p
p
e
n
in t
h
e f
u
tu
re
. Y
o
u h
a
v
e
the
c
h
a
n
ce
to be
a
t
y
o
ur
e
x
c
i
tem
e
n
t
.
Y
o
u
g
e
t i
n
t
o
uc
h wi
th
pe
o
p
l
e
an
d
y
o
u
k
n
ow
n
e
w f
a
ce
s.
You
un
ders
tan
d
h
o
w
to
beh
a
ve
i
n
c
l
a
ss,
ho
w
to b
e
hav
e i
n
c
l
ass.
We
lear
ned
by
liv
i
ng by
d
o
i
ng
lesso
ns.
S
t
ude
n
t
S
37
:
R
a
the
r
th
an
j
u
s
t
t
h
e
the
o
re
tic
a
l
k
n
owle
dge
,
w
e
le
ar
ned
a
t
sc
ho
o
l
, te
ac
hin
g
has
a m
o
re
la
st
i
ng
e
ffe
c
t
. The ques
tio
n o
f
h
o
w
the the
o
r
e
t
i
c
a
l kn
o
w
l
e
d
g
e
w
ill be ap
p
l
ied
w
i
l
l
d
i
sap
p
e
ar.
Be
cause
it
g
i
ves the
o
p
p
o
r
t
u
n
ity to liv
e
the env
i
r
o
nm
e
n
t in pers
o
n
an
d
in
terve
n
e i
m
m
e
di
at
e
l
y
.
Ta
b
l
e
1
0
a
n
d
t
he
f
ol
low
i
ng
de
scrip
tio
ns
a
b
o
u
t
s
t
ud
e
n
t
s
'
op
in
i
o
n
s
sh
ow
t
h
e
n
ega
t
ive
as
p
ects
o
f
t
he
implem
e
n
ta
t
i
o
n
of t
h
e a
u
the
n
ti
c
ta
sk.
T
a
b
l
e 10.
S
t
u
d
e
nts
'
vie
w
s
o
n the
ne
ga
t
i
ve
a
s
p
ec
ts
o
f a
u
the
n
tic
ta
sks
C
a
t
e
gor
y
f
C
ode
s
A3
Ne
g
a
tiv
e
As
p
e
c
t
s
22
I
do
not
t
hin
k
it
is
ne
g
a
t
iv
e
.
(
S
3,
S
7
,
S
10
, S
11
,
S
14
,
S
19
,
S
20
,
S
22
, S
24
, S
26
,
S
32
,
S
36
,
S
37
, S
38
, S
39
,
S
40
,
S
41
,
S
42
,
S
43
,
S
44
,
S
49
,
S
50
)
9
Di
f
f
icu
l
t
i
es
o
f
ex
ecu
t
i
v
e
s
f
o
r
i
m
p
le
m
e
n
t
at
io
n
(
S
8
,
S
9
, S
15
, S
16
,
S
25
, S
29
,
S
35
,
S
47
,
S
48
)
7
S
t
ude
nts
know
t
ha
t
they
a
r
e
not a
r
ea
l
te
ac
h
e
r
(
S
2,
S
4,
S
23
, S
30
, S
33
, S
34
,
S
46
)
4
T
i
ring
(S
12
, S
17
, S
28
, S
34
)
3
N
o
t
giving
g
r
a
d
e
(
S
2
,
S
4
, S
21
)
2
T
i
m
e
c
onsum
i
n
g
(S
27
, S
29
)
1
A
pplic
a
t
i
o
n
t
i
m
e
i
s
shor
t
(S
45
)
1
D
on't
w
a
n
t
t
o
t
e
ach
bori
ng
a
nd
diffic
u
l
t
(
S
3
)
1
Te
ac
he
r inte
rfe
rin
g
too m
u
c
h
(S
5
)
1
Te
ac
he
r's
irre
l
e
v
a
nt
(
S
6
)
1
Cl
as
s
e
s
ar
e
c
r
o
w
d
e
d
(
S
1
)
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval a
nd
Re
s Ed
uc.
I
S
S
N
:
2252-
88
22
T
h
e
effec
t
of
aut
he
nt
ic
asse
ssm
e
n
t o
n
ac
a
d
e
m
ic
ach
i
eve
m
e
nt a
n
d
att
i
t
u
de
to
war
d
s
…
(Cey
hu
n O
z
an)
30
7
A
c
cordi
n
g t
o
T
able
10,
i
t is se
e
n t
h
a
t
stu
de
nt
s S
2
and S
4
hav
e sim
i
l
a
r opi
n
i
ons re
g
ard
i
n
g
t
he ne
g
a
t
ive
aspec
t
s
o
f
a
u
t
h
e
n
t
ic
t
a
s
k
ap
pl
icat
i
on
w
h
i
l
e
s
t
u
d
e
n
t
S
1
a
n
d
S
3
h
ave
differe
nt
o
pin
i
o
n
s.
S
tude
n
t
S
1
s
tate
d
tha
t
the
crow
di
n
g
o
f
classes
a
d
ded
nega
tive
to
a
u
t
he
n
t
i
c
d
ut
y.
T
he
s
tud
e
nt
s
S
2
a
nd
S
4
s
ta
ted
t
h
at
t
he
c
hil
d
re
n
w
h
o
wer
e
p
rac
t
ic
ed
d
i
d
n
ot
s
ee
t
h
e
m
s
elves
as
r
ea
l
tea
c
h
er
s
a
nd
tha
t
t
he
y
kne
w
that
t
he
y
co
ul
d
n
o
t
t
a
k
e
no
te
s
fr
om
the
prac
tice
w
a
s
t
h
e
nega
ti
ve
a
spe
c
t
o
f
a
u
t
h
e
n
tic
t
as
ks.
Stu
d
e
n
t
S
4
,
on
the
othe
r
h
a
n
d
,
sta
t
ed
t
ha
t
there
w
a
s
n
o
nega
t
i
ve
a
s
p
e
c
t
o
f
a
u
t
h
e
n
t
i
c
t
a
sk
p
rac
t
i
c
e
an
d
t
h
a
t
s
uc
h
tas
k
s
w
o
u
l
d
be
b
ori
ng
a
nd
di
ffic
u
l
t
f
or
t
h
o
se
w
ho
di
d
n
o
t
wa
n
t
t
o
t
each
. On
e
-t
o
-
o
n
e
q
u
o
t
a
t
i
o
n
s
ac
c
o
r
di
ng
t
o
t
h
e
stu
d
e
n
t
s
'
sta
tem
e
nt
s ar
e a
s
fo
l
lo
w
s
:
S
t
ude
n
t
S
1
:
…
T
hat w
a
s
the
p
r
ob
lem
f
o
r u
s
: D
o
i
n
g
ex
am
s
w
ith m
o
re
s
t
u
d
e
nt
s. H
o
w
e
ver,
if
we
were
to h
a
ve
fe
we
r s
t
u
d
e
n
t
s
,
we
c
oul
d
have
q
u
est
i
ons
t
h
a
t
are m
o
re se
lect
ive
.
We cou
l
d be m
o
re like
th
a
t
.
Acc
o
rdi
n
g t
o
the
re
s
u
lts
of e
x
am
rev
i
e
w
s,
i
t
c
o
uld
ha
ve
a
c
ted m
o
re i
n
di
vid
u
a
lly.
In t
h
i
s
res
p
e
c
t,
the
r
e
was
no
t
h
ing
neg
a
t
i
v
e,
s
o
t
h
ere
was n
o
t
m
u
c
h
ne
g
a
t
i
v
ity
i
n
our
pa
r
t
.
Howeve
r, t
h
e
cla
s
s
was
ve
ry
c
r
ow
de
d.
S
t
ude
n
t
S
2
:
…
N
e
g
a
t
i
v
e a
s
p
ect
s
of
a
n
authe
n
t
i
c
ta
sk
: Ee
e
e
, wh
at
ca
n
I sa
y?
Wh
e
n
we went
t
o
t
h
e
au
the
n
tic
t
a
sk,
the c
h
il
dre
n
di
d n
o
t
re
a
lly se
e us
as
any
t
h
i
ng.
I
m
e
an, they
di
d
n
o
t
rea
l
l
y
se
e m
e
as
a
teac
he
r.
M
a
y
b
e
t
h
e
y
wo
ul
d
h
a
ve
be
e
n
e
a
s
i
e
r
if
we
have
se
e
n
the
m
, bu
t
we
di
d
no
t
d
o
m
u
c
h
be
ca
use
t
h
e
y
w
e
re
aware
t
h
a
t
we
w
oul
d
not
g
i
v
e
a
no
t
e
,
t
h
ey
we
re te
mp
o
r
a
r
y
ap
pli
c
ati
o
n
s
…
S
t
ude
n
t
S
3
:
…
Pe
rhap
s
som
e
one w
h
o
i
s
lo
o
k
in
g a
t
t
h
e tea
c
hi
n
g
p
r
o
f
e
s
s
i
on in a
di
ffe
re
nt way
or who
doe
s n
o
t
wan
t
t
h
e
pr
ofe
s
s
i
o
n
of
t
e
ac
hi
n
g
m
a
y be
b
o
ri
n
g
, or
wha
t
I k
n
o
w
,
cou
l
d be
an
ac
tio
n
th
a
t
is
di
ffic
u
l
t
t
o
dea
l
wi
t
h
.
H
o
wev
e
r, I d
o
n
o
t t
h
i
n
k
t
h
ey
have
any
ne
ga
t
i
v
e
a
s
pe
c
t
s,
so I
a
m
aware
th
at
they h
a
ve co
n
t
ribu
te
d t
o
us.
S
t
ude
n
t
S
4
:
… Whe
n
we
sa
id
t
h
a
t
t
h
e
ne
ga
t
i
v
e
aspec
t
s
we
re
th
at
we
were
no
t po
i
n
t
i
n
g
t
o
t
h
e
no
t
e
,
there was a differe
nt
point of
vi
ew in
the students
,
and
acc
o
rdingly
our position there f
e
ll to
a
di
ffere
nt p
o
si
ti
on.
T
h
is
was t
h
e
worst
a
s
w
e
we
re
n
o
t
re
a
l
ly
te
ac
he
rs.
L
e
t us
s
a
y
t
h
ey
did
n
o
t tak
e
mu
c
h
c
r
e
d
ib
il
i
t
y
,
i
n
t
h
at
se
n
s
e
w
e
ex
p
e
ri
en
ced
h
i
s d
i
st
re
ss.
S
t
ude
n
t
S
48
: T
h
e
r
e
wa
s
no
n
e
g
a
ti
ve
si
d
e
bu
t we
had
seri
ous p
r
o
b
l
e
ms in
f
i
ndi
ng
a
sch
ool
but
we di
d
i
t
w
ith
out
g
i
ving
u
p
.
Ta
b
l
e
1
1
a
nd
s
ubs
e
que
nt
ill
us
t
r
at
io
n
s
d
e
s
cri
b
e
stu
d
e
n
ts
'
v
i
ew
s
on
t
h
e
i
m
pac
t
o
f
t
h
e
pr
actice
o
n
t
he
att
itu
de
t
ow
ard
s
t
he
co
u
r
s
e
.
Tab
l
e
11. S
tud
e
nt
s'
v
i
e
w
s
o
n the
ef
fec
t
o
f
au
the
n
ti
c
task
o
n
th
e
i
r a
tti
tu
des t
o
w
a
rds the
co
u
r
se
Ca
t
e
gory
f
C
o
d
e
s
A4
Attit
u
d
e
towa
rds
Th
e
C
o
u
r
s
e
41
P
o
sitive
(
S
1,
S
2
,
S
3
,
S
4
,
S
5
, S
6
,
S
7
, S
8
,
S
9
, S
10
,
S
11
,
S
12
,
S
13
,
S
14
, S
18
, S
19
,
S
20
,
S
21
,
S
22
,
S
24
, S
25
,
S
26
,
S
27
,
S
28
,
S
29
,
S
30
,
S
32
,
S
33
, S
36
, S
37
,
S
38
,
S
41
, S
42
,
S
43
,
S
44
,
S
45
,
S
46
,
S
47
, S
48
,
S
49
,
S
50
)
9
U
n
c
h
a
nge
d
(S
15
, S
16
, S
17
, S
23
, S
31
,
S
34
,
S
35
,
S
39
,
S
40
)
A
c
cor
d
i
n
g to
T
able
1
1,
s
tu
de
n
t
s
ha
v
e
di
f
f
e
r
e
nt v
iew
s
on
t
h
e
a
t
t
itu
d
e
s
a
n
d
po
int
s
o
f
v
i
ew
o
f
a
u
th
en
ti
c
tas
k
s.
S
tud
e
n
t
S
1
s
t
a
t
e
d
th
at
h
e
und
e
r
s
t
oo
d
t
h
e
i
m
po
rt
an
ce
o
f
t
h
e
l
es
so
n
b
e
tt
er
a
f
ter
au
t
h
en
t
i
c
task
p
r
a
ctice
,
stude
n
t
S
2
w
a
s
b
et
ter
m
o
tiva
t
e
d
t
o
t
h
e less
o
n
and he g
ot
m
or
e sympat
he
tic
,
st
ude
n
t
S
3
h
a
d
a
p
o
s
it
i
v
e
eff
ect
o
n
the
c
o
ur
se
p
oi
nt
o
f
v
i
ew
a
n
d
s
tu
de
n
t
S
4
l
earned
t
he
c
ourse
better
after
t
h
i
s
p
ra
ct
ic
e.
W
he
n
t
h
e
s
t
u
d
e
n
ts'
op
ini
o
ns
a
r
e
e
val
u
a
t
ed
i
n
ge
ne
ral,
a
l
l
o
f
t
h
em
a
re
positi
v
e
.
Th
e
st
ude
n
t
s
em
phas
i
zed
t
ha
t
the
prac
ti
ce
o
f
aut
h
e
n
t
i
c
prac
t
i
ce
p
os
iti
vel
y
a
ff
ec
ts
t
he
ir
a
tti
tude
s
or
p
erspe
c
t
ive
s
.
The
st
ude
n
t
s
'
s
t
a
te
m
e
nts
o
n
t
hes
e
v
iew
s
a
r
e as
f
o
llo
ws:
S
t
ude
n
t
S
1
:
…
Aft
e
r d
o
in
g
t
h
e
a
p
p
li
c
a
ti
on
,
we
c
a
n
und
e
r
st
an
d
t
h
e i
m
po
rt
an
c
e
o
f
thi
s
co
urs
e
b
e
tt
e
r
.
The
course was more
impor
tant
.
S
t
ude
n
t
S
2
:
A
f
ter t
h
e
tas
k
o
r
i
n
f
a
ct
t
h
is is
o
u
r fi
rst
p
r
act
i
ce,
we s
t
a
r
t
e
d to
a
p
p
ro
ac
h
a
l
i
ttle
sym
p
a
t
het
i
c to
th
is
prac
t
i
c
e
in term
s o
f
t
h
e l
e
sso
n.
T
h
e
val
u
e
giv
e
n t
o
us w
h
en we we
nt t
o
th
e
cla
ssro
o
m
,
the
val
u
e
g
i
v
e
n
to
us
by
the
stu
d
e
n
t
s
we m
e
t, c
ontri
b
u
te
d m
u
c
h
to us.
S
t
ude
n
t
S
3
:
…
We
were
the s
t
ude
nts in
the m
e
as
urem
e
n
t a
n
d
e
v
a
l
uat
io
n
c
our
se
, bu
t
i
n
p
r
ac
tice
,
the
y
we
re
t
h
e o
ppo
si
te.
We are
th
e
one
s wh
o a
r
e
go
ing to m
a
ke t
h
e
as
sessm
ent an
d
we
re
ally try
to be
equ
a
l
an
d r
i
g
h
t
he
re. T
h
is
i
s
a
v
e
ry
im
p
o
rt
a
n
t
t
h
in
g. In t
h
e
en
d,
w
h
a
t
y
o
u
m
e
asure
a
n
d
e
v
al
u
a
t
e
i
s
in
o
u
r
own
wa
y. Pe
op
l
e
a
r
e dou
bt
l
y
respo
n
s
ib
l
e
f
o
r
thi
s
i
s
su
e. T
h
e
f
i
r
st
on
e i
s
a
gai
nst th
e st
ud
ent
,
and
the se
c
o
n
d
is t
o
be
ho
nes
t
w
ith
yourself.
Of
course,
my perspec
ti
v
e
o
n
t
h
e
c
ourse
w
a
s
a
ffe
cted.
S
t
ude
n
t
S
4
: …
Wh
en
we
l
e
ar
ned
abo
ut
what
wa
s ha
pp
eni
n
g
i
n
t
h
i
s
co
urse
,
h
o
w i
t
wa
s
g
r
a
s
pe
d
,
wha
t
sho
u
l
d
be
c
onside
r
e
d
or wh
a
t
sho
u
l
d be avo
i
d
e
d, i
t
ta
ug
h
t
u
s
be
t
t
e
r
.
S
t
ude
n
t
S
25
: I had
a ne
g
a
t
i
ve
a
t
t
i
tu
de t
o
wa
rds
t
h
e
c
l
a
ss.
This task
correc
t
e
d
the si
tu
a
t
i
o
n li
ttle.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
. E
v
a
l
. a
nd Res.
Educ.
V
o
l.
8
,
No.
2, June 2019: 299 -
3
1
2
30
8
S
t
ude
n
t
S
26
:
I was a
f
r
a
id
of
t
h
e m
e
as
urem
e
n
t
a
nd ev
a
l
u
a
t
i
on c
o
urse. T
h
a
n
ks t
o
th
is
a
pp,
the co
urs
e
cam
e
to
m
e
o
f
in
t
e
res
t
.
In t
h
e
be
g
i
nn
i
ng
wh
e
n
I w
a
s lo
ok
ing
t
o
m
o
ve
to
cla
s
s,
th
i
s
pr
a
c
tice
sh
o
w
e
d
m
e
th
a
t
I shou
l
d
no
t j
u
s
t
lo
ok at
th
is less
o
n
.
I was p
o
s
i
t
i
v
e
l
y
i
m
pre
s
se
d.
Ta
bl
e
12
a
nd
s
u
b
s
equ
e
n
t
d
e
s
c
r
i
p
t
i
on
s
a
r
e
a
b
out
t
h
e
opi
nio
n
s
o
f
th
e
stu
d
e
nt
s
ab
out
t
he
u
s
a
bi
l
ity
o
f
aut
h
e
n
t
i
c ta
sks
i
n
t
eac
h
e
r
t
r
aini
ng
in o
t
h
er
s
ubje
c
t
s.
Tab
l
e
12.
S
tud
e
nt
s
'
v
iew
s
o
n
t
h
e
a
v
a
i
l
a
bil
i
t
y
of
aut
h
e
n
t
i
c ta
sk
s
in
o
the
r
c
o
u
rses
Ca
t
e
gory
f
C
ode
s
A5
Av
a
i
l
a
bility
in Othe
r
C
ourse
s
35
A
ll c
our
se
s (
S
1,
S
2
,
S
4,
S
5
, S
7
,
S
9
, S
10
,
S
13
, S
15
, S
16
, S
17
,
S
18
,
S
19
,
S
20
,
S
23
,
S
24
, S
25
, S
26
,
S
27
, S
29
, S
30
,
S
31
,
S
32
, S
33
,
S
34
,
S
35
,
S
36
, S
37
, S
38
, S
42
,
S
44
, S
47
, S
48
,
S
49
,
S
50
)
9
In
t
he
a
ppr
op
ria
t
e
c
our
se
c
ont
e
n
t
(S
11
, S
12
,
S
14
, S
21
, S
22
,
S
40
, S
41
, S
45
,
S
46
)
4
In
c
l
a
ss m
a
n
a
g
e
m
e
nt
c
our
se
(
S
6
, S
7
,
S
40
, S
43
)
3
N
o
t
suita
bl
e
for
othe
r c
ourse
s
(S
8
,
S
28
, S
39
)
1
E
s
pec
i
a
lly
i
n
th
e
l
a
ngua
ge
d
e
p
a
r
t
m
e
n
t
(
S
3
)
Ta
bl
e
12
s
ho
w
s
t
h
a
t
st
ud
e
n
t
s
h
av
e
si
mil
a
r
op
i
n
i
o
n
s
a
b
out
t
h
e
u
s
e
of
a
u
t
he
ntic
t
a
s
k
s
i
n
c
ourses
ot
her
tha
n
a
sse
ssme
n
t
a
n
d
e
v
a
l
uat
i
on.
S
tu
de
nt
S
1
a
nd
S
4
s
ta
te
d
t
h
at
a
u
t
he
n
t
ic
t
asks
c
ou
ld
b
e
app
l
ied
i
n
a
l
l
s
ub
jec
t
s
,
stude
n
t
S
2
st
a
t
e
d
t
ha
t
i
t
c
ou
ld
b
e
a
p
p
l
ied
i
n
a
l
l
f
ie
lds
an
d
st
ude
n
t
S
3
s
ta
te
d
t
h
at
it
s
h
oul
d
be
a
pp
l
i
ed
e
s
p
ec
i
a
ll
y
in la
n
gua
ge
de
p
a
r
tme
n
t
s
.
The
stude
n
t
s'
s
ta
t
e
me
nt
s
o
n
these
v
i
e
w
s a
r
e
as foll
o
ws:
S
t
ude
n
t
S
1
:
…
Ap
pl
i
c
ab
l
e
for al
l c
our
se
s. No
t jus
t
f
o
r
l
e
sso
ns,
fo
r
e
x
am
p
l
e,
a gro
c
ery s
t
ore
c
a
n do
it
fo
r i
t
se
lf.
Als
o
ap
pl
ic
ab
le
i
n
the
bu
si
ness s
ecto
r
. Indee
d
, this
asse
ssm
e
n
t
sh
o
u
ld n
o
t
b
e
ad
dresse
d
o
n
l
y
to
st
ud
en
ts of
a cou
r
se
o
r
t
o
p
e
o
p
l
e
wi
th
sp
e
c
i
a
l
c
our
ses at
a
n
y
p
l
ac
e.
I t
h
in
k
i
t
sh
oul
d show
itse
lf i
n
m
any a
r
e
a
s
o
f
life
, an
d
peo
p
l
e sh
ou
l
d
ge
t
t
h
is c
o
urse
int
o
t
h
e
i
r o
w
n live
s
…
S
t
ude
n
t
S
2
:
Au
the
n
tic
t
a
sks c
an
be use
d
in
ev
eryt
hi
n
g
I think
.
T
h
e
r
ef
ore,
no
t ev
ery
t
h
i
ng re
qu
i
r
e
s
an
ap
p
l
ic
ati
o
n a
n
y
w
a
y.
T
hose
w
ho s
t
ud
y c
h
e
m
istry,
fo
r ex
am
pl
e
,
g
o
to c
h
e
m
ist
r
y
r
o
om
s,
do
l
ab
w
o
rk
,
or v
i
sit
fa
ct
ori
e
s.
T
h
ere
are
thi
n
gs
i
n
t
h
e s
p
in
n
i
n
g
m
i
l
l
s.
I thi
n
k t
h
is m
e
t
h
od
c
a
n be
a
p
p
lied
i
n
ev
ery
fi
e
l
d.
S
t
ude
n
t
S
3
:
…
O
f
cou
r
s
e
.
I
wa
nt
t
o
t
a
l
k
a
b
out
v
e
rb
al
an
d
m
a
th
e
m
ati
c
a
l
fi
eld
s
.
Th
e l
ang
uag
e
i
s
c
o
mpl
e
t
e
l
y
di
ff
e
r
e
n
t f
r
o
m
al
l of th
e
m
. Be
ca
use
l
a
n
g
uag
e ca
n
o
n
l
y
b
e
l
e
arn
e
d
by h
e
a
r
i
n
g
,
ex
per
i
enc
i
ng
a
n
d
liv
i
n
g in t
h
at
m
o
m
e
nt. Be
c
ause
the
T
u
rkis
h
y
o
u l
e
arn
in
the
un
i
v
ers
i
t
y
an
d
the
T
u
rkis
h
y
ou
g
i
ve
in
the c
l
as
sr
oom
wi
ll
be as di
ffere
nt
as the
m
ounta
i
ns.
S
t
ude
n
t
S
4
: …
So
a
l
l t
h
e
less
ons c
a
n be
i
n
th
e
a
p
p
l
i
c
ati
on,
w
hate
ver
m
y
k
n
o
w
le
dg
e
i
s
, whe
t
her
i
t
is
a
phy
sics le
ss
on
or a chem
is
try
c
o
u
r
se
, or
w
h
e
t
he
r
i
t
is d
one
i
n
the
l
a
b
o
r
a
tor
y
or
ta
lk a
bou
t
l
a
ng
u
age
s
an
d d
o
pr
ac
tic
e
s
there
t
o
do s
o
m
e
thi
n
g e
l
se
, th
is sh
o
u
l
d
be
do
ne,
it
wi
ll p
r
ovi
d
e
a g
a
i
n
.
S
t
ude
n
t
S
35
:
S
u
c
h
t
a
sk
s
sho
u
l
d
be
inc
l
ude
d
in
o
u
r e
d
uc
at
ion
sy
stem
. Su
c
h
au
t
h
en
t
i
c
t
a
sk
s sh
o
u
l
d
be
ap
p
l
ie
d
in a
l
l ot
h
e
r co
urse
s so t
hat w
h
at
we
have le
ar
ne
d
do
e
s
n
o
t
re
m
a
i
n
in t
h
e
o
ry.
If we wa
n
t
t
o
educ
a
t
e
a tr
ue
an
d g
o
o
d
te
ac
her,
we
m
u
st sup
p
o
r
t
educ
a
t
i
on
wit
h
suc
h
t
a
sks.
S
t
ude
n
t
S
50
:
I thi
n
k it
is av
ai
l
a
b
l
e
for e
a
c
h
c
o
ur
se.
T
h
e e
x
perie
n
c
e
i
s
m
a
d
e
on the
j
o
b sit
e
be
ca
use it
is t
h
e
be
st
ex
pe
ri
e
n
ce.
Tab
l
e
1
3
a
nd
s
ubse
q
ue
nt
d
e
s
c
r
ip
tio
ns
a
re
a
b
o
u
t
s
t
ude
n
t
s
'
v
i
e
w
s
on
the
im
por
tance
of
a
u
t
hen
t
i
c
t
a
s
k
s
in tea
c
h
er
t
rai
n
in
g.
Ta
b
l
e
13.
S
t
u
d
e
nts
'
view
s
o
n the
i
m
p
o
rta
n
c
e
of a
u
t
he
nt
ic
t
a
s
ks
i
n
tea
cher
t
rain
in
g
Ca
t
e
gor
y
f
C
ode
s
A7
I
m
por
t
a
n
c
e
49
I
t
is v
e
ry i
mp
o
r
tan
t
. (S
2
,
S
3
, S
4,
S
5
, S
6
, S
7
,
S
8
, S
9
,
S
10
, S
11
,
S
12
,
S
13
,
S
14
,
S
15
,
S
16
, S
17
, S
18
, S
19
,
S
20
, S
21
,
S
22
, S
23
,
S
24
,
S
25
, S
26
,
S
27
,
S
28
,
S
29
, S
30
,
S
31
,
S
32
,
S
33
, S
34
, S
35
, S
36
,
S
37
, S
38
,
S
39
, S
40
,
S
41
,
S
42
, S
43
,
S
44
,
S
45
,
S
46
, S
47
,
S
48
,
S
49
,
S
50
)
23
Ga
ining
pro
f
e
ssion
a
l
e
xpe
ri
e
n
ce
(
S
2
,
S
5
,
S
6
, S
7
,
S
8
, S
10
,
S
11
, S
14
, S
15
,
S
21
,
S
22
, S
23
, S
24
, S
26
,
S
27
, S
29
,
S
30
, S
32
,
S
33
,
S
34
, S
42
,
S
48
,
S
49
)
12
Appl
ica
tion
in
r
ea
l
e
nvironm
e
n
t
(
S
19
,
S
20
, S
29
, S
35
,
S
37
,
S
38
, S
39
,
S
40
,
S
42
,
S
45
, S
46
, S
50
)
8
I
m
proving
le
a
r
nin
g
qua
li
ty
(
S
4,
S
11
,
S
18
, S
19
, S
27
, S
41
,
S
47
,
S
49
)
7
I
m
proving
p
r
o
f
e
ssiona
l
s
k
i
lls
(
S
13
, S
14
, S
25
, S
32
, S
37
, S
43
,
S
44
)
5
Ac
tive
l
e
a
r
n
i
ng
(
S
3,
S
9
, S
20
,
S
41
,
S
48
)
2
C
o
m
m
uni
c
a
t
i
on wit
h
s
tude
nts
(S
2
,
S
50
)
2
Se
lf
c
onf
i
d
e
n
c
e
(S
13
, S
43
)
1
T
r
a
n
sf
e
r
of info
r
m
a
tion (S
2
)
1
Ta
king
re
sponsibi
l
ity
(
S
16
)
1
Soc
i
a
liza
tion (S
17
)
Evaluation Warning : The document was created with Spire.PDF for Python.