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C
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Ma
lar
Selv
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Facu
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Scien
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s
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Hu
m
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E
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4
5
8
6
@
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1.
I
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D
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b
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is
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as
an
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is
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s
ab
le
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in
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a
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a
s
th
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co
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p
ed
ag
o
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u
ca
tio
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I
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v
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th
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1
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9
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.
B
lack
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W
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[
1
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s
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th
at
f
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d
b
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r
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i
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to
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Sad
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[
2
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m
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tain
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th
at
th
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lear
n
in
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g
ap
k
n
o
wled
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b
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lev
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in
its
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s
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lev
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f
d
ata
[
3
]
,
co
m
p
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in
g
wr
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in
s
tr
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s
,
in
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n
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(
L
1
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to
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T
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tan
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t
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ag
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b
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[
4
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.
I
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A
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Evaluation Warning : The document was created with Spire.PDF for Python.
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2
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T
h
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f
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wr
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p
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T
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d
en
ts
ty
p
ically
d
o
n
o
t
r
ec
eiv
e
in
p
u
t
a
n
d
r
esp
o
n
d
in
th
e
m
an
n
er
d
esire
d
[
5
,
6
]
.
R
esear
ch
er
s
attem
p
ted
to
d
is
tin
g
u
is
h
ch
ar
ac
ter
is
tics
o
r
v
ar
iab
les
to
ad
d
r
ess
th
is
p
r
o
b
lem
th
at
im
p
r
o
v
e
s
f
ee
d
b
ac
k
s
o
u
n
d
n
ess
[
7
,
8
]
.
A
n
u
n
d
er
s
tan
d
in
g
o
f
th
e
wr
itin
g
p
r
o
ce
s
s
im
p
lies
an
o
v
er
v
iew
o
f
lin
g
u
is
tic
s
k
ills
an
d
an
ap
p
r
ec
iatio
n
o
f
th
e
f
ee
d
b
ac
k
p
h
ase,
wh
ich
in
clu
d
es a
n
in
s
ig
h
t in
to
s
tu
d
en
t e
n
g
ag
e
m
en
t.
T
h
e
d
o
m
ai
n
o
f
lan
g
u
ag
e
ev
alu
atio
n
is
a
f
iel
d
th
a
t
s
ee
k
s
to
u
n
d
e
r
s
tan
d
th
e
s
ec
tio
n
o
f
la
n
g
u
a
g
e
in
f
o
r
m
ati
o
n
an
d
,
h
en
ce
,
th
e
r
o
le
o
f
th
e
s
tu
d
en
t
in
th
e
f
ee
d
b
ac
k
p
r
o
ce
s
s
.
I
n
t
h
e
f
ield
o
f
la
n
g
u
ag
e
ev
alu
ati
o
n
[
9
]
,
th
e
q
u
a
lity
co
m
p
r
eh
en
s
io
n
o
f
th
e
lan
g
u
ag
e
u
s
ed
to
p
r
o
v
i
d
e
k
n
o
wled
g
e,
a
n
d
its
id
ea
[
1
0
,
1
1
]
was
e
x
am
in
e
d
.
Feed
b
a
ck
was
id
en
tifie
d
as
an
im
p
e
r
ativ
e
lear
n
in
g
s
tr
ateg
y
b
y
th
e
ass
ess
in
g
ad
v
o
ca
t
es
f
o
r
f
o
r
m
ativ
e
g
o
als,
an
d
d
em
o
n
s
tr
ated
th
e
p
r
o
ce
s
s
es u
s
ed
in
th
e
f
o
r
m
ativ
e
f
ee
d
b
ac
k
af
f
air
t
h
r
o
u
g
h
o
u
t t
h
is
p
r
o
ce
s
s
.
I
n
th
e
f
o
r
m
ativ
e
ev
al
u
atio
n
f
ie
ld
,
th
er
ef
o
r
e,
p
e
r
s
p
ec
tiv
e
is
p
r
esen
ted
in
to
co
m
p
o
n
en
ts
wh
ic
h
im
p
ac
ts
th
e
f
ee
d
b
ac
k
p
r
o
ce
s
s
,
as
an
ex
am
p
le,
th
e
attr
ib
u
tes
o
f
s
tu
d
e
n
ts
an
d
s
tu
d
en
t
alter
n
ativ
es
[
1
0
,
1
1
]
.
T
h
e
p
r
in
cip
le
o
f
leg
itima
cy
is
in
lin
e
with
a
s
s
es
s
m
en
ts
f
o
r
f
o
r
m
ativ
e
p
u
r
p
o
s
es,
an
d
in
p
u
t
is
also
a
b
e
n
e
f
it
to
th
e
e
v
alu
atio
n
f
ield
.
I
f
f
ee
d
b
ac
k
aim
s
to
teac
h
ef
f
ec
tiv
ely
,
th
e
n
th
er
e
is
a
n
ee
d
to
e
x
am
in
e,
wh
eth
er
th
is
i
s
s
ig
n
if
ican
t
to
a
n
y
r
esear
ch
er
o
r
p
r
ac
titi
o
n
er
.
Fee
d
b
ac
k
is
a
cr
u
cial
co
n
ce
p
t in
e
d
u
ca
tio
n
,
lear
n
in
g
an
d
ev
alu
at
io
n
.
I
n
ed
u
ca
tio
n
,
it
is
a
ls
o
d
ef
in
ed
as d
ata
p
r
o
v
id
e
d
b
y
a
n
ag
en
t c
o
n
ce
r
n
in
g
f
a
ce
ts
o
f
th
e
s
u
cc
ess
o
f
u
n
d
er
s
tan
d
i
n
g
o
f
t
h
e
s
tu
d
en
t’
s
ac
h
iev
em
en
t
[
1
2
]
.
Feed
b
ac
k
is
also
r
en
d
e
r
ed
b
y
d
iv
er
s
e
m
ec
h
an
is
m
s
,
s
u
ch
as
s
tu
d
en
ts
m
ay
p
r
o
v
id
e
p
ee
r
s
with
o
r
al
f
ee
d
b
ac
k
,
an
d
a
co
m
p
u
ter
p
r
o
g
r
am
m
ay
f
u
r
n
is
h
a
s
tu
d
en
t
with
co
m
p
u
ter
is
ed
f
ee
d
b
ac
k
.
Ov
er
th
e
y
ea
r
s
,
v
ar
io
u
s
s
tu
d
ies
[
9
,
1
1
,
1
2
]
co
n
f
i
r
m
ed
th
e
n
ee
d
to
g
iv
e
em
p
h
asis
o
n
h
o
w
th
e
s
tu
d
en
ts
r
esp
o
n
d
t
o
f
ee
d
b
ac
k
.
I
n
o
th
e
r
wo
r
d
s
,
it
is
n
ec
ess
ar
y
to
g
iv
e
atten
tio
n
to
h
o
w
s
tu
d
en
ts
r
ec
eiv
e
,
in
t
er
p
r
et
an
d
em
p
lo
y
f
ee
d
b
ac
k
r
ath
er
th
a
n
h
o
w
teac
h
er
s
d
eliv
er
it.
T
ea
ch
er
s
s
h
o
u
ld
p
r
o
m
o
te
s
tu
d
en
ts
to
id
en
tif
y
th
e
e
x
ten
t
o
f
th
eir
awa
r
e
n
ess
(
th
eir
lear
n
in
g
g
o
als
s
tatu
s
an
d
a
p
p
r
aisal
cr
iter
ia)
wh
ile
o
f
f
er
in
g
m
o
r
e
k
n
o
wle
d
g
e
at
a
co
m
p
a
r
ab
le
p
er
io
d
to
h
elp
b
r
id
g
e
th
e
le
ar
n
in
g
g
ap
b
etwe
en
th
eir
r
e
al
an
d
d
esire
d
lev
els.
Ma
n
y
r
esear
ch
es
s
u
g
g
ested
[
1
2
-
1
4
]
th
at
f
ee
d
b
ac
k
in
th
e
f
o
r
m
o
f
co
m
m
en
ts
m
ig
h
t
m
o
t
iv
ate
s
tu
d
en
ts
to
r
ec
o
g
n
is
e
th
eir
wo
r
k
’
s
s
tr
en
g
t
h
s
an
d
lim
it
atio
n
s
an
d
b
e
n
ef
it
f
r
o
m
p
r
o
g
r
ess
.
I
t
co
u
ld
b
e
b
e
ca
u
s
e
f
ee
d
b
ac
k
d
o
es
n
o
t
ad
d
r
ess
a
co
n
ce
r
n
if
th
e
s
tu
d
en
t’
s
lear
n
in
g
p
r
o
ce
s
s
is
n
o
t
well
th
o
u
g
h
t
o
u
t,
s
tr
u
ctu
r
ed
an
d
ca
r
ef
u
lly
m
an
a
g
ed
.
I
t
wo
u
ld
u
s
u
ally
b
e
v
a
g
u
e,
p
o
o
r
ly
d
is
tr
ib
u
ted
an
d
th
er
ef
o
r
e,
b
ar
el
y
h
elp
s
tu
d
en
t
s
’
co
m
p
r
e
h
en
s
io
n
.
As
Sad
ler
[
2
]
p
o
in
ted
o
u
t,
t
h
e
s
tan
d
ar
d
o
f
f
ee
d
b
ac
k
e
x
ce
ed
s
th
e
v
o
lu
m
e.
I
t
is
,
th
er
ef
o
r
e,
q
u
in
tess
en
tial
th
at
teac
h
er
s
r
ec
o
g
n
is
e
wh
at
s
tr
en
g
th
s
p
r
o
g
r
ess
an
d
im
p
r
o
v
e
lear
n
in
g
,
a
n
d
wh
at
b
ar
r
ier
s
th
e
y
en
co
u
n
ter
in
w
r
itin
g
f
ee
d
b
ac
k
.
A
s
tu
d
y
o
f
f
o
r
m
ativ
e
ass
ess
m
en
t
an
d
lea
r
n
in
g
s
tu
d
ies,
B
lack
an
d
W
i
lliam
[
1
]
ar
g
u
ed
th
at
f
ee
d
b
ac
k
in
cr
ea
s
ed
p
o
te
n
tial
as
:
1
)
it
f
o
cu
s
ed
o
n
s
p
ec
if
ic
e
r
r
o
r
s
a
n
d
less
ac
ce
p
tab
le
m
eth
o
d
s
,
an
d
p
r
o
p
o
s
ed
way
s
i
n
wh
ich
s
tu
d
en
ts
co
u
l
d
en
h
an
c
e
th
eir
p
e
r
f
o
r
m
an
ce
;
2
)
r
eh
ab
ilit
ated
m
ix
-
u
p
s
an
d
allo
wed
s
tu
d
en
ts
to
an
aly
s
e
cr
itically
;
3
)
r
ec
o
m
m
e
n
d
ed
ju
s
t
wh
at
is
s
ig
n
if
ican
t
f
o
r
s
tu
d
en
ts
to
r
esp
o
n
d
in
d
e
p
en
d
e
n
tly
;
4
)
m
o
tiv
ated
th
e
s
ea
r
ch
f
o
r
elec
tiv
e
s
o
lu
tio
n
s
;
5
)
h
i
g
h
lig
h
te
d
co
n
tin
u
o
u
s
p
r
o
ce
s
s
m
o
r
e
th
a
n
o
n
p
r
o
d
u
ct,
a
n
d
6
)
is
e
m
p
lo
y
e
d
ef
f
ec
tiv
ely
.
On
e
s
y
s
tem
f
o
r
f
u
r
n
is
h
in
g
f
ee
d
b
ac
k
is
u
til
is
in
g
wr
itten
co
m
m
en
ts
.
T
h
e
m
o
s
t
n
o
tab
le
b
en
ef
it
o
f
th
is
ty
p
e
o
f
an
al
y
s
is
is
th
at
te
ac
h
er
s
ca
n
h
av
e
m
o
r
e
tim
e.
B
y
ap
p
ly
in
g
th
ese
ap
p
r
o
ac
h
es,
th
er
ef
o
r
e,
th
ey
ca
n
r
ev
iew
s
tu
d
en
ts
’
wo
r
k
in
d
et
ail
an
d
p
o
in
ts
r
esu
lt
f
r
o
m
a
m
o
r
e
in
f
o
r
m
e
d
co
n
s
id
er
atio
n
.
T
h
u
s
,
th
i
s
p
a
p
er
f
o
cu
s
ed
o
n
th
e
b
en
e
f
its
o
f
ap
p
ly
in
g
wr
itten
f
ee
d
b
ac
k
as
a
p
r
i
m
ar
y
c
o
m
p
o
n
en
t
in
tr
an
s
f
o
r
m
in
g
ass
ess
m
en
t
in
t
o
a
to
o
l f
o
r
f
u
tu
r
e
teac
h
in
g
an
d
lear
n
in
g
ac
h
iev
em
en
t
f
o
r
teac
h
er
s
an
d
s
tu
d
en
ts
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
Feed
b
ac
k
is
n
ev
er
a
s
ep
ar
ate
ac
tio
n
in
t
h
e
lear
n
in
g
p
r
o
ce
s
s
as
th
e
tim
e
s
p
en
t
lear
n
in
g
.
I
t
is
ty
p
ically
s
tr
u
ctu
r
ed
with
in
th
e
f
r
a
m
ewo
r
k
o
f
th
e
ev
alu
atio
n
an
d
f
o
r
m
ativ
e
ev
alu
atio
n
.
T
h
e
cr
itic
al
r
o
le
o
f
f
o
r
m
ativ
e
ev
alu
atio
n
is
to
s
tr
en
g
th
e
n
,
u
p
d
ate
an
d
im
p
r
o
v
e
s
tu
d
en
t
lear
n
in
g
,
as
m
ain
tain
ed
b
y
W
i
liam
an
d
T
h
o
m
p
s
o
n
[
7
]
.
Fo
r
m
ativ
e
ass
ess
m
en
t
en
co
u
r
a
g
es
lear
n
e
r
s
to
n
ar
r
o
w
th
e
d
is
tan
ce
b
etwe
en
wh
er
e
th
e
y
ar
e
an
d
wh
er
e
th
ey
s
h
o
u
l
d
wo
r
k
i
n
th
e
ir
lear
n
in
g
.
I
t
g
iv
es p
u
p
ils
in
p
u
t
o
n
th
eir
lear
n
in
g
an
d
f
ac
ilit
ates
th
em
to
c
o
n
tr
o
l
th
eir
th
o
u
g
h
ts
o
r
b
eh
a
v
io
u
r
.
I
t
o
p
p
o
s
es
a
s
u
m
m
ativ
e
ev
alu
at
io
n
o
r
ass
ess
m
en
t
[
1
4
]
wh
ich
in
ten
d
s
to
co
n
clu
d
e
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
R
efra
min
g
th
e
effec
tiven
ess
o
f fe
ed
b
a
ck
in
imp
r
o
vin
g
t
ea
ch
i
n
g
a
n
d
lea
r
n
in
g
...
(
A
n
n
e
Ma
la
r
S
elva
r
a
j
)
1057
th
e
r
esu
lt
o
r
u
n
d
er
s
tan
d
in
g
o
f
s
tu
d
en
ts
at
th
e
en
d
o
f
a
le
ar
n
in
g
u
n
it.
Af
ter
all
co
n
s
id
e
r
atio
n
s
;
s
u
m
m
ativ
e
ap
p
r
aisals
ca
n
also
b
e
co
n
s
id
er
ed
f
o
r
m
ativ
e
if
th
ey
f
u
r
n
is
h
f
ee
d
b
ac
k
wh
ich
s
tu
d
en
ts
ca
n
u
s
e
in
f
u
tu
r
e
ass
es
s
m
en
ts
.
Fo
r
f
o
r
m
ativ
e
e
v
alu
atio
n
,
Hattie
an
d
T
im
p
er
ley
[
8
]
a
r
e
th
e
k
ey
p
r
o
p
o
n
en
ts
o
f
f
ee
d
b
ac
k
f
o
r
f
o
r
m
ativ
e
ass
ess
m
en
t
f
r
am
ew
o
r
k
.
T
h
ey
r
ev
ea
led
th
at
r
o
b
u
s
t
f
o
r
m
ativ
e
ev
alu
atio
n
is
r
elat
ed
to
th
r
ee
p
r
im
ar
y
in
v
esti
g
atio
n
s
:
1
)
wh
er
e
am
I
g
o
in
g
?;
2
)
h
o
w
am
I
g
o
in
g
?;
an
d
3
)
wh
er
e
to
n
ex
t?
T
h
er
e
ar
e
o
n
ly
a
f
ew
d
is
cr
ep
an
cies,
as
th
e
r
esu
lts
u
s
u
ally
in
d
icate
th
at
in
p
u
t
is
in
cr
ea
s
in
g
ly
en
th
r
allin
g
if
,
i
t
ass
o
ciate
s
with
a
lear
n
in
g
g
o
al
o
r
o
b
jectiv
e.
Gee
[
1
5
]
af
f
ir
m
s
th
at
wr
iti
n
g
is
o
f
ten
u
s
ed
as
a
m
ec
h
an
is
m
f
o
r
th
in
k
in
g
wh
en
s
tu
d
en
ts
wr
ite,
s
h
ar
e
th
eir
f
ee
lin
g
s
,
d
o
r
ef
lectio
n
s
a
n
d
th
o
u
g
h
ts
.
T
h
ey
lear
n
h
o
w
to
u
n
d
er
s
tan
d
th
em
s
elv
es
an
d
,
at
th
e
s
am
e
tim
e,
u
n
d
er
s
tan
d
th
e
em
o
tio
n
s
,
p
er
c
ep
tio
n
s
an
d
o
p
in
io
n
s
o
f
o
th
er
s
.
I
n
d
iv
id
u
als,
in
an
y
s
itu
atio
n
,
s
tr
iv
e
to
g
r
asp
wh
o
th
ey
ar
e
wh
en
th
e
y
wr
ite.
T
h
e
“c
h
ar
ac
ter
”
in
h
er
e
n
t in
wr
itin
g
m
ay
also
in
f
lu
en
ce
th
e
lear
n
i
n
g
o
f
lan
g
u
ag
es,
as
th
e
p
r
o
ce
s
s
o
f
lan
g
u
ag
e
lea
r
n
in
g
m
a
y
b
e
r
estricte
d
o
r
en
c
o
u
r
ag
ed
ac
co
r
d
in
g
to
th
e
s
tu
d
e
n
ts
’
im
p
o
r
tan
ce
o
r
pos
s
ib
le
in
ter
est
in
th
e
ed
u
ca
tio
n
atm
o
s
p
h
er
e
[
1
6
]
.
W
r
itin
g
,
th
er
ef
o
r
e,
is
an
im
m
in
en
t
f
o
r
m
o
f
in
ter
ac
tio
n
,
co
n
tem
p
latio
n
a
n
d
lear
n
in
g
.
T
h
e
v
alu
e
o
f
wr
itin
g
im
p
lies
th
at
teac
h
er
s
h
o
ld
a
q
u
in
tess
en
tial
task
:
to
teac
h
wr
itin
g
.
I
t
is
an
ar
d
u
o
u
s
ca
p
a
city
f
o
r
teac
h
er
s
to
teac
h
,
h
o
wev
er
,
an
d
it
is
an
o
n
e
r
o
u
s
t
ask
f
o
r
s
tu
d
en
ts
to
ex
ce
l.
Ma
n
y
ex
p
er
ts
[
1
6
,
1
7
]
s
u
g
g
ested
ac
k
n
o
wled
g
ed
f
ee
d
b
ac
k
p
r
ac
tices
to
m
ee
t
th
e
ch
allen
g
in
g
n
atu
r
e
o
f
f
ee
d
b
ac
k
.
Fer
r
is
[
1
7
]
o
f
f
er
ed
an
o
u
tlin
e
o
f
b
est
p
r
ac
tice
f
o
r
r
ev
iews.
I
t
co
n
tain
s
a
b
r
o
a
d
s
c
o
p
e
o
f
e
m
p
h
asis
in
b
o
th
wr
itten
an
d
o
r
al
co
m
m
e
n
ts
(
co
n
ten
t,
o
r
g
a
n
i
z
atio
n
,
la
n
g
u
ag
e,
m
ec
h
an
ics,
s
ty
le)
,
s
u
ch
as
s
tr
u
ctu
r
ed
in
p
u
t,
ex
p
licit
an
d
in
d
ir
ec
t
m
is
tak
e
s
co
r
r
ec
tio
n
f
o
r
lo
n
g
ter
m
b
en
ef
it,
f
ee
d
b
ac
k
o
n
m
u
ltip
le
d
r
af
ts
,
f
ee
d
b
ac
k
o
n
m
u
ltip
le
s
o
u
r
ce
s
,
an
d
co
n
f
er
e
n
cin
g
with
s
tu
d
en
ts
.
Ma
n
y
o
f
t
h
ese
b
est f
ee
d
b
ac
k
p
r
ac
tices r
ep
r
esen
t e
lem
en
tar
y
f
ee
d
b
ac
k
ex
p
ec
tatio
n
s
in
th
e
f
o
r
m
ativ
e
ev
al
u
atio
n
.
T
h
e
e
n
d
q
u
esti
o
n
is
to
e
n
s
u
r
e,
th
r
o
u
g
h
th
e
r
esu
b
m
is
s
io
n
o
f
co
n
ten
t
f
o
r
a
n
ew
ev
alu
atio
n
[
3
,
1
8
]
,
th
at
s
tu
d
e
n
ts
will
b
e
a
b
le
to
u
s
e
f
ee
d
b
ac
k
.
Acc
o
r
d
i
n
g
ly
,
L
ee
[
1
9
]
n
o
te
d
th
e
n
ee
d
f
o
r
r
esu
b
m
is
s
io
n
s
b
e
ca
u
s
e
wr
itin
g
test
s
ap
p
ea
r
t
o
c
o
n
ce
n
tr
ate
m
o
r
e
o
n
teac
h
er
s
a
n
d
s
tu
d
en
ts
th
a
n
o
n
th
eir
f
o
r
m
ativ
e
ab
ilit
y
.
T
h
e
r
ec
o
g
n
itio
n
o
f
wr
itten
r
ev
iews
r
esu
lted
in
a
m
o
r
e
s
ig
n
if
ican
t
c
u
r
io
s
ity
in
r
esear
ch
in
g
t
h
is
to
p
ic
[
1
7
,
2
0
-
2
2
]
.
No
n
et
h
eless
,
f
ee
d
b
ac
k
s
tu
d
ies
th
at
r
e
ly
o
n
th
eo
r
ies
o
f
f
o
r
m
ativ
e
e
v
alu
atio
n
ar
e
s
till
s
ca
r
ce
.
L
ee
an
d
C
o
n
iam
ad
m
in
is
ter
ed
Asi
an
s
tu
d
ies
[
1
9
,
2
3
]
an
d
r
e
p
o
r
ted
th
at
ev
alu
atio
n
an
d
f
ee
d
b
ac
k
ar
e
p
r
o
v
id
ed
in
s
in
g
le
d
r
af
t
f
o
r
m
at
an
d
u
ltima
tely
s
atis
f
y
s
u
m
m
ativ
e
r
eq
u
ir
em
en
ts
.
L
ee
an
d
C
o
n
iam
[
2
3
]
in
th
eir
r
esear
ch
s
u
g
g
ested
th
e
teac
h
e
r
s
’
n
ee
d
to
lo
o
k
o
u
t
f
o
r
m
o
r
e
r
elate
d
r
eso
u
r
ce
s
f
o
r
s
u
cc
ess
f
u
l
s
tr
u
ctu
r
ed
e
v
alu
atio
n
.
Ad
d
itio
n
al
s
tu
d
ies
ar
e
av
ailab
le
in
wr
itin
g
o
n
f
o
r
m
ativ
e
an
d
f
ee
d
b
ac
k
f
o
r
m
ativ
e
e
v
alu
ati
o
n
p
ed
ag
o
g
y
[
2
4
]
.
Ma
n
y
s
u
g
g
ested
th
at
th
e
ev
alu
a
tio
n
an
d
f
ee
d
b
ac
k
m
u
s
t
ch
an
g
e
ac
co
r
d
in
g
to
th
e
f
o
r
m
ati
v
e
ev
alu
atio
n
,
an
d
B
u
r
n
er
’
s
in
ter
v
e
n
tio
n
s
tu
d
y
[
2
5
]
d
em
o
n
s
tr
ated
p
r
o
g
r
ess
in
s
elf
-
ass
ess
m
en
t
an
d
p
ee
r
r
ev
iew
an
d
th
u
s
ad
d
r
ess
ed
th
e
ce
n
tr
al
im
p
o
r
tan
ce
o
f
er
r
o
r
co
r
r
ec
tio
n
.
B
u
r
n
er
[
2
5
]
r
ev
ea
led
a
lack
o
f
s
tr
aig
h
tf
o
r
war
d
ap
p
licatio
n
o
f
f
o
r
m
ativ
e
e
v
alu
atio
n
co
n
ce
p
ts
an
d
a
d
ef
ici
en
cy
o
f
s
tu
d
e
n
ts
’
co
m
p
r
e
h
en
s
io
n
o
f
in
d
iv
id
u
al
elem
en
ts
.
Feed
b
ac
k
is
u
s
ed
in
s
ch
o
o
ls
in
th
e
f
o
r
m
o
f
wr
itten
co
m
m
en
ts
.
Ma
jo
r
s
tu
d
ies
led
to
th
e
m
u
ltip
le
v
ar
iab
les,
e.
g
.
s
tr
ateg
y
(
tim
e,
len
g
th
,
p
u
b
lic)
an
d
co
n
ten
t
(
f
o
cu
s
,
f
ea
tu
r
e,
v
ale
n
ce
,
lu
cid
it
y
,
clea
r
n
ess
,
to
n
e)
,
wh
ich
r
eg
u
late
th
e
f
ea
s
ib
ilit
y
o
f
f
ee
d
b
ac
k
.
Alth
o
u
g
h
th
e
r
es
u
lts
wer
e
n
o
t
en
tire
ly
u
n
d
e
n
ia
b
le,
th
er
e
ar
e
f
o
u
r
p
o
in
ts
th
at
ar
e
s
ig
n
if
ican
t:
1
)
f
ee
d
b
ac
k
m
u
s
t
ad
d
r
ess
th
e
n
ec
es
s
ities
o
f
th
e
s
tu
d
en
ts
;
2
)
f
ee
d
b
ac
k
m
u
s
t
b
e
tim
ely
;
3
)
f
ee
d
b
ac
k
m
u
s
t
b
e
clea
r
an
d
s
tr
aig
h
tf
o
r
war
d
;
a
n
d
4
)
f
ee
d
b
ac
k
s
h
o
u
ld
co
n
c
en
tr
ate
o
n
th
e
tas
k
p
r
o
ce
s
s
es in
s
tead
o
f
o
n
t
h
e
in
d
iv
id
u
al
[
1
8
,
2
1
,
2
6
]
.
C
o
n
ce
r
n
in
g
wr
itin
g
r
ev
iews,
B
r
u
n
o
an
d
San
to
s
[
2
7
]
ag
r
ee
d
th
at
co
m
m
e
n
ts
m
u
s
t
b
e
s
im
p
le,
s
tr
u
ctu
r
ed
,
in
clu
d
e
a
co
m
m
o
n
p
lace
an
d
b
asic
jar
g
o
n
,
an
d
r
ef
r
ain
f
r
o
m
p
r
o
v
i
d
in
g
s
o
m
e
p
o
r
tio
n
o
f
th
e
ac
k
n
o
wled
g
e
m
en
t.
R
eg
an
[
2
8
]
p
er
ce
iv
ed
th
e
t
o
n
e
in
wh
ich
wr
itten
in
p
u
t
is
p
ass
ed
as
n
ee
d
in
g
to
b
e
tak
e
n
in
to
ac
co
u
n
t.
I
t
is
cr
it
ical
b
ec
au
s
e
teac
h
er
s
m
u
s
t
s
tr
ik
e
a
b
alan
ce
am
o
n
g
en
ab
lin
g
s
tu
d
en
ts
to
m
ak
e
s
ig
n
if
ican
t
im
p
r
o
v
em
e
n
ts
an
d
i
n
s
p
ir
in
g
t
h
em
to
m
a
k
e
it.
Mo
r
eo
v
er
,
w
r
itten
f
ee
d
b
ac
k
is
f
r
u
s
tr
atin
g
an
d
d
a
u
n
tin
g
.
I
t
is
lik
ely
to
lead
to
s
tu
d
en
ts
n
o
t
b
ein
g
v
ig
ilan
t
o
r
d
em
o
ti
v
ated
b
y
t
h
e
m
ag
n
itu
d
e
o
f
th
e
i
m
p
r
o
v
e
m
en
ts
to
b
e
m
ad
e.
T
h
u
s
,
wh
en
p
r
o
v
i
d
in
g
wr
itten
f
ee
d
b
ac
k
,
teac
h
er
s
m
u
s
t b
e
p
r
ec
is
e
an
d
m
o
r
e
s
tr
aig
h
t
f
o
r
war
d
[
2
8
]
.
B
y
tak
in
g
in
to
ac
co
u
n
t
th
e
in
p
u
t
o
f
e
d
u
ca
to
r
s
,
f
o
r
m
e
r
s
tu
d
ies
[
4
,
2
9
]
h
ig
h
lig
h
te
d
s
ev
er
al
ch
ar
ac
ter
is
tics
o
f
p
o
s
i
tiv
e
an
d
u
s
ef
u
l
f
ee
d
b
ac
k
.
Feed
b
ac
k
m
u
s
t
b
e
r
ea
d
er
-
b
ased
an
d
cr
iter
io
n
-
b
ased
.
I
t
m
u
s
t
in
f
o
r
m
th
e
s
tu
d
en
t
wh
eth
e
r
wr
itin
g
m
ee
ts
th
e
in
ten
d
e
d
tar
g
et
o
f
co
m
m
u
n
icatio
n
.
I
t
s
h
o
u
l
d
n
o
t
o
n
ly
d
is
cu
s
s
th
e
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th
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d
b
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ld
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in
s
ig
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tf
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l.
Feed
b
ac
k
s
h
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ld
b
e
in
th
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f
o
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m
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b
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an
d
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it
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tr
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s
u
p
p
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tiv
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d
b
a
ck
,
s
tr
aig
h
t
f
o
r
war
d
an
d
ea
s
y
[
3
0
]
.
T
h
u
s
,
th
e
s
u
cc
ess
m
ea
s
u
r
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o
f
f
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b
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m
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t b
e
s
tr
aig
h
tf
o
r
w
ar
d
f
o
r
s
tu
d
en
ts
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
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Vo
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9
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4
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Dec
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2
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10
62
1058
Feed
b
ac
k
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n
d
er
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d
as
a
ce
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tr
al
f
ea
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q
u
alities
,
r
ec
o
g
n
is
e
th
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wea
k
n
es
s
es
[
3
1
]
an
d
f
ac
ilit
ates
th
em
in
th
e
ac
tio
n
s
n
ec
ess
a
r
y
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Nev
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en
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R
ac
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[
3
2
]
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x
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lo
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d
an
d
r
ev
ea
le
d
th
ese
p
r
in
ci
p
al
f
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b
ac
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attr
ib
u
tes:
a.
Timely:
I
f
f
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d
b
ac
k
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tim
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,
s
tu
d
en
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will a
s
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Mo
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Feed
b
a
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ca
n
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n
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lu
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ce
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tu
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alities
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ats
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t f
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Dir
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lin
k
ed
to
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tco
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d
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eq
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l
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ce
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tifi
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with
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r
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A
s
th
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tan
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f
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wh
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s
h
o
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ld
in
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e
lev
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to
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m
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d
if
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d
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is
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s
s
es
clea
r
er
r
o
r
s
an
d
h
y
p
o
th
eses
[
3
2
]
.
L
ea
r
n
er
s
n
e
ed
to
r
ec
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e
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n
tin
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o
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Stu
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with
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with
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q
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ality
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f
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in
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s
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wr
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with
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d
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q
u
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f
th
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d
u
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p
leted
[
3
3
]
.
W
h
eth
er
it
is
f
o
r
m
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m
m
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W
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b
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a
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cr
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e
th
ei
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m
o
tiv
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[
1
1
,
3
3
]
.
Fu
r
th
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b
ac
k
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ca
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tr
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u
b
lis
h
ed
,
al
th
o
u
g
h
ca
u
tio
n
is
r
eq
u
ir
ed
to
e
n
s
u
r
e
th
at
s
tu
d
en
t
s
u
n
d
er
s
tan
d
th
e
e
n
tire
m
ess
ag
e.
Stu
d
en
ts
ac
k
n
o
wled
g
e
cle
ar
,
u
n
eq
u
iv
o
ca
l
an
d
m
o
tiv
atin
g
f
ee
d
b
ac
k
[
1
1
,
3
3
]
.
T
h
ey
u
n
d
er
s
tan
d
h
o
w
to
i
n
ter
p
r
et
an
d
ap
p
ly
it a
lo
n
g
th
ese
lin
es.
On
a
s
tu
d
y
c
o
n
d
u
cted
b
y
W
ea
v
er
[
3
4
]
,
s
tu
d
e
n
ts
ac
k
n
o
wled
g
ed
th
e
f
o
u
r
f
ee
d
b
ac
k
f
ea
t
u
r
es
th
ey
th
o
u
g
h
t
wer
e
u
n
f
it
f
o
r
im
p
r
o
v
in
g
lear
n
in
g
.
T
h
ese
ch
ar
ac
ter
i
s
tics
ar
e
ex
ce
s
s
iv
e
o
r
q
u
esti
o
n
ab
le
in
s
ig
h
ts
wh
ich
r
eq
u
ir
ed
g
u
id
an
ce
,
ce
n
ter
e
d
o
n
th
e
i
n
ef
f
ec
ti
v
e
cr
iter
ia
to
ev
alu
ate
th
em
.
C
o
m
m
en
ts
s
h
o
u
l
d
th
en
b
e
r
ea
lis
tic,
co
n
tex
t
-
d
e
p
en
d
e
n
t
an
d
id
en
tif
ied
with
th
e
wo
r
k
o
f
th
e
s
tu
d
en
ts
.
I
t
s
h
o
u
ld
also
b
e
eq
u
iv
al
en
t
to
th
e
p
r
ev
io
u
s
k
n
o
wled
g
e
an
d
in
f
o
r
m
atio
n
a
b
o
u
t
t
h
e
k
n
o
wled
g
e
o
f
s
tu
d
e
n
ts
.
T
h
at
e
x
p
lain
s
w
h
y
it
is
s
o
cr
itical
to
k
n
o
w
s
tu
d
en
ts
well
f
o
r
th
is
r
ea
s
o
n
.
T
h
er
e
is
also
e
v
id
en
ce
th
at
c
o
m
m
en
ts
o
f
f
e
r
in
g
ad
ju
s
tm
en
t
tech
n
iq
u
es
m
a
y
b
e
o
f
s
p
ec
if
ic
b
en
ef
it
to
s
tu
d
en
ts
.
Stu
d
en
ts
s
h
o
u
ld
ad
ju
s
t
th
eir
wo
r
k
an
d
m
ak
e
c
h
an
g
es
to
ac
h
iev
e
lo
n
g
-
te
r
m
lear
n
in
g
.
I
n
an
y
e
v
en
t,
it
is
v
i
tal
to
g
iv
e
s
tu
d
en
ts
s
o
m
e
tip
s
to
r
ea
lis
e
h
o
w
th
ey
ca
n
r
ev
is
e
an
d
en
h
a
n
ce
th
eir
wo
r
k
.
I
n
o
r
d
er
to
d
o
s
o
,
th
e
t
ea
ch
er
s
m
u
s
t
d
escr
ib
e
wh
at
is
n
ec
ess
ar
y
to
ac
co
m
p
lis
h
th
e
tar
g
et.
T
h
ey
in
s
p
ir
e
s
tu
d
en
ts
to
im
p
r
o
v
e
m
o
r
e
in
t
h
eir
lear
n
i
n
g
.
Feed
b
ac
k
m
u
s
t
elev
ate
lear
n
in
g
,
s
o
teac
h
er
s
s
h
o
u
ld
av
o
i
d
h
a
r
s
h
,
o
f
f
en
s
iv
e
wo
r
d
s
as th
is
ca
n
im
p
ed
e
th
e
p
u
p
il’s im
p
r
o
v
em
e
n
t
[
3
5
]
.
I
t
was
d
is
co
v
er
ed
in
th
e
liter
atu
r
e
[
1
,
1
8
,
3
6
]
t
h
at
ev
alu
at
io
n
f
o
r
lear
n
in
g
is
cr
u
cial
n
o
t
o
n
ly
f
o
r
s
tu
d
en
ts
b
u
t
also
to
teac
h
er
s
.
T
h
e
r
ef
lectio
n
o
n
f
ee
d
b
ac
k
h
elp
s
o
n
e
to
th
in
k
ab
o
u
t
w
h
at
h
ap
p
e
n
s
at
t
h
at
m
o
m
en
t
an
d
wh
at
co
u
ld
h
a
p
p
en
later
o
n
.
I
t
f
ac
ilit
ates
o
n
e
to
r
esp
o
n
d
to
ex
p
er
ien
c
e,
d
ev
elo
p
teac
h
in
g
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
R
efra
min
g
th
e
effec
tiven
ess
o
f fe
ed
b
a
ck
in
imp
r
o
vin
g
t
ea
ch
i
n
g
a
n
d
lea
r
n
in
g
...
(
A
n
n
e
Ma
la
r
S
elva
r
a
j
)
1059
s
tr
ateg
ies,
an
d
g
iv
e
th
e
class
r
o
o
m
a
r
o
b
u
s
t
n
o
tio
n
[
3
7
]
.
I
f
e
f
f
ec
tiv
ely
p
r
ac
tis
ed
,
f
ee
d
b
ac
k
will
e
n
h
an
ce
teac
h
in
g
an
d
lear
n
in
g
ex
er
cises
to
o
v
er
co
m
e
s
tu
d
en
ts
’
ch
allen
g
es.
B
y
r
ef
lectin
g
o
n
th
e
teac
h
er
’
s
u
n
d
er
s
tan
d
i
n
g
,
th
ey
p
r
o
v
i
d
e
in
p
u
t
th
at
s
h
o
ws
wh
er
e
th
e
p
r
io
r
ity
an
d
f
o
cu
s
o
f
t
ea
ch
in
g
ar
e
to
b
e
g
iv
en
[
1
8
,
3
7
]
.
I
t
im
p
r
o
v
es
lear
n
in
g
in
th
e
class
r
o
o
m
as
teac
h
er
s
ca
n
ch
an
g
e
t
h
eir
less
o
n
s
b
ased
o
n
f
ee
d
b
ac
k
.
B
esid
es,
f
ee
d
b
ac
k
h
elp
s
teac
h
er
s
to
cr
ea
te
m
o
d
els
o
f
lear
n
i
n
g
a
n
d
k
n
o
wled
g
e
f
o
r
th
eir
s
tu
d
en
ts
in
o
r
d
er
t
o
g
u
id
e
f
u
tu
r
e
teac
h
i
n
g
an
d
f
ee
d
b
ac
k
.
T
ea
ch
er
s
,
th
er
ef
o
r
e,
n
ee
d
to
b
e
tr
ain
ed
as
ef
f
ec
tiv
e
f
ee
d
b
ac
k
p
r
o
v
id
er
s
an
d
will
n
ee
d
p
len
ty
o
f
f
ee
d
b
ac
k
f
r
o
m
th
eir
co
lleag
u
e
s
o
n
th
eir
u
s
e
o
f
f
ee
d
b
ac
k
.
Qu
esti
o
n
s
ar
e
o
n
e
way
f
o
r
teac
h
e
r
s
to
estab
lis
h
th
eir
f
ee
d
b
ac
k
p
lan
s
.
C
o
h
e
n
[
3
8
]
n
o
ted
th
at
f
ee
d
b
ac
k
m
u
s
t
b
e
h
e
lp
f
u
l
an
d
m
an
a
g
ea
b
le,
m
u
s
t
b
e
co
m
m
u
n
icate
d
to
s
tu
d
en
ts
wh
er
e
p
er
f
o
r
m
a
n
ce
s
tan
d
ar
d
s
ar
e
m
et
s
o
th
at
f
ee
d
b
a
ck
co
n
tr
i
b
u
tes
to
en
h
an
ce
d
lear
n
in
g
.
Feed
b
ac
k
i
s
also
a
m
ea
n
s
o
f
elev
atin
g
tea
ch
in
g
s
k
ills
with
co
lleag
u
es.
T
h
e
teac
h
er
s
d
ec
id
e
o
n
f
ee
d
b
ac
k
as
a
p
r
io
r
ity
to
en
h
an
ce
f
o
r
m
ativ
e
f
ee
d
b
ac
k
p
r
ac
tices
an
d
th
er
ef
o
r
e,
s
h
ar
e
th
eir
s
tu
d
en
ts
’
f
ee
d
b
ac
k
w
ith
co
m
m
e
n
ts
an
d
s
u
g
g
esti
o
n
s
f
r
o
m
th
eir
co
llea
g
u
es
d
u
r
in
g
m
ee
tin
g
s
[
3
0
,
3
8
]
.
T
h
e
y
m
a
y
also
ev
alu
ate
item
s
u
s
ed
to
en
h
an
ce
teac
h
er
’
s
f
ee
d
b
ac
k
an
d
ad
d
r
ess
wh
eth
er
o
r
n
o
t
th
e
f
ee
d
b
ac
k
co
n
tr
ib
u
ted
to
s
ig
n
if
ican
t
r
esu
l
ts
,
an
d
if
n
o
t,
wh
at
f
ee
d
b
ac
k
m
ig
h
t h
a
v
e
b
ec
o
m
e
i
n
cr
ea
s
in
g
ly
m
o
r
e
b
e
n
ef
icial.
Feed
b
ac
k
r
esear
ch
aim
e
d
at
e
x
p
lo
r
in
g
th
e
ef
f
ec
t
o
f
th
e
w
r
itten
co
m
m
en
ts
o
f
teac
h
er
s
o
n
s
tu
d
en
ts
’
wr
itin
g
d
u
r
in
g
th
e
lear
n
in
g
to
wr
ite
p
r
o
ce
s
s
co
n
s
id
er
in
g
th
e
f
ee
d
b
ac
k
f
r
o
m
teac
h
er
s
as
an
ess
en
tial
to
o
l
t
o
h
elp
lear
n
er
s
to
d
o
r
ev
is
io
n
[
1
7
,
3
8
]
an
d
alter
th
eir
d
r
a
f
t
tex
ts
.
Feed
b
ac
k
s
tu
d
ies
u
n
v
eiled
th
at
wr
itten
f
ee
d
b
ac
k
f
r
o
m
teac
h
er
s
o
n
f
i
n
al
wr
itin
g
is
in
ad
eq
u
ate
b
ec
a
u
s
e
s
tu
d
en
ts
n
ev
er
c
o
n
s
id
er
it
af
ter
th
ey
g
o
t
t
h
eir
g
r
ad
es.
I
n
t
h
is
way
,
f
in
d
in
g
o
u
t
h
o
w
to
wr
ite
in
s
ec
o
n
d
lan
g
u
ag
e
class
es
is
in
cr
ea
s
in
g
ly
b
en
ef
icial
in
o
r
d
er
to
allo
w
s
tu
d
en
ts
to
d
ev
elo
p
th
eir
wr
itin
g
m
o
r
e
p
r
o
m
p
tly
.
Stu
d
ies
in
th
is
co
n
tex
t
f
o
cu
s
ed
o
n
s
tu
d
en
ts
’
f
ee
d
b
ac
k
an
d
a
g
r
ee
d
o
n
th
e
r
ea
ctio
n
s
o
f
s
tu
d
en
ts
to
teac
h
er
f
ee
d
b
ac
k
as
r
elev
an
t
to
s
u
p
p
o
r
t
th
e
d
ev
el
o
p
m
en
t
o
f
f
ee
d
b
ac
k
p
r
ac
tices
b
y
teac
h
er
s
.
Var
io
u
s
s
tu
d
ies
[
3
9
-
4
1
]
o
n
t
h
e
r
esp
o
n
s
es
o
f
s
tu
d
en
ts
to
th
e
f
ee
d
b
ac
k
r
ec
eiv
e
d
b
y
teac
h
er
s
n
o
te
d
th
at
h
o
w
s
t
u
d
en
ts
r
esp
o
n
d
to
th
eir
f
ee
d
b
ac
k
ca
n
r
ely
o
n
th
e
c
h
ar
ac
ter
i
s
tics
an
d
in
d
iv
id
u
al
n
ee
d
s
o
f
th
e
s
tu
d
en
t.
B
esid
es,
teac
h
er
s
m
u
s
t
in
ter
ac
t
with
th
eir
s
tu
d
en
ts
o
n
th
e
i
m
p
o
r
tan
ce
o
f
th
eir
in
p
u
t
b
ased
o
n
th
ei
r
q
u
esti
o
n
s
.
T
h
r
o
u
g
h
th
is
ac
tiv
i
ty
,
teac
h
er
s
g
et
a
b
r
o
ad
u
n
d
e
r
s
tan
d
in
g
o
f
h
o
w
th
eir
f
ee
d
b
ac
k
ca
p
ac
ities
ca
n
b
e
s
tr
en
g
th
en
ed
an
d
h
o
w
th
e
s
tu
d
en
ts
ca
n
im
p
r
o
v
e
th
eir
u
n
d
e
r
s
tan
d
in
g
.
I
t
is
,
th
er
e
f
o
r
e,
n
ec
ess
ar
y
,
in
o
r
d
er
t
o
u
n
d
er
s
tan
d
th
e
m
,
teac
h
er
s
n
ee
d
to
ad
d
r
ess
th
e
s
ig
n
if
ican
ce
o
f
th
e
co
m
m
en
ts
.
C
o
n
s
eq
u
e
n
tly
,
wr
itten
in
p
u
t
ca
n
b
e
im
p
r
o
v
ed
b
y
d
is
co
u
r
s
e.
T
h
e
m
eth
o
d
o
f
co
n
tact
s
h
o
u
ld
b
e
two
s
ep
ar
ate
way
s
[
4
2
-
4
4
]
,
b
etwe
en
teac
h
er
an
d
s
tu
d
en
t,
with
th
e
aim
f
o
r
th
e
t
ea
ch
er
to
ex
p
lain
wh
en
f
ee
d
b
a
ck
is
n
o
t
clea
r
ly
co
m
m
u
n
icate
d
an
d
wh
y
it
is
n
o
t
s
ig
n
if
ican
t.
T
ea
ch
e
r
s
m
u
s
t
e
x
am
in
e
th
e
co
m
m
en
ts
m
ad
e
co
n
ce
r
n
in
g
p
r
ev
io
u
s
an
d
r
ec
e
n
t
wo
r
k
t
o
id
e
n
tify
th
e
f
ea
tu
r
es
o
f
co
m
m
en
ts
th
at
s
u
p
p
o
r
t
th
e
p
r
o
ce
s
s
o
f
lear
n
i
n
g
an
d
th
o
s
e
th
at
d
id
n
o
t
co
n
tr
ib
u
te
to
th
e
ch
an
g
es
m
ad
e
to
th
is
task
.
3.
RE
S
E
ARCH
M
E
T
H
O
D
Sin
ce
th
e
aim
o
f
th
is
s
tu
d
y
w
as
to
r
elate
th
e
ef
f
ec
tiv
en
ess
o
f
f
ee
d
b
ac
k
in
im
p
r
o
v
in
g
tea
ch
in
g
an
d
lear
n
in
g
ac
h
iev
em
en
t,
th
e
lit
er
atu
r
e
f
o
r
a
n
aly
s
is
was
s
ea
r
ch
ed
an
d
s
elec
ted
b
ased
o
n
s
ev
er
al
k
ey
wo
r
d
s
,
s
p
ec
if
ically
th
e
ef
f
ec
tiv
e
n
ess
o
f
f
ee
d
b
ac
k
in
th
e
ed
u
ca
tio
n
d
o
m
ain
,
s
ec
o
n
d
ar
y
s
ch
o
o
l
an
d
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
.
T
h
e
p
a
p
er
s
wer
e
s
o
u
r
ce
d
f
r
o
m
s
ev
er
al
d
ata
b
a
s
es
s
u
ch
as
E
ls
ev
ier
,
Go
o
g
le
Sch
o
lar
,
E
R
I
C
,
an
d
o
th
er
Sco
p
u
s
-
in
d
ex
e
d
jo
u
r
n
als.
4.
RE
SU
L
T
S
B
ased
o
n
th
e
m
eta
-
an
aly
s
is
c
o
n
d
u
cte
d
,
teac
h
e
r
s
’
d
ev
el
o
p
m
en
tal
f
ee
d
b
ac
k
p
la
y
ed
a
n
im
p
o
r
tan
t
k
e
y
in
ass
is
tin
g
s
tu
d
en
ts
to
ac
co
m
p
lis
h
th
eir
lear
n
i
n
g
g
o
als
an
d
im
p
r
o
v
e
th
eir
lea
r
n
in
g
p
er
f
o
r
m
an
ce
.
T
h
er
ef
o
r
e,
i
t
is
im
p
o
r
tan
t
th
at
teac
h
er
s
p
r
o
v
id
e
ef
f
ec
tiv
e
f
ee
d
b
ac
k
c
o
n
tin
u
o
u
s
ly
an
d
en
c
o
u
r
a
g
e
s
tu
d
en
t
s
to
ac
ce
ler
ate
th
eir
lear
n
in
g
ac
h
iev
em
en
t
as
a
m
ec
h
an
is
m
f
o
r
f
u
t
u
r
e
lear
n
in
g
.
T
h
e
f
i
n
d
in
g
s
a
r
e
s
u
m
m
ar
is
e
d
an
d
elu
cid
ated
in
T
ab
le
1
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
10
55
-
10
62
1060
T
ab
le
1
.
A
m
eta
-
a
n
aly
s
is
o
f
te
ac
h
er
s
’
f
ee
d
b
ac
k
an
d
s
tu
d
en
ts
’
lear
n
in
g
ac
h
iev
em
e
n
t
NO
Te
a
c
h
e
r
s’
f
e
e
d
b
a
c
k
a
n
d
s
t
u
d
e
n
t
s’
l
e
a
r
n
i
n
g
a
c
h
i
e
v
e
me
n
t
Ex
p
o
s
i
t
i
o
n
S
t
u
d
y
/
A
n
a
l
y
si
s
1.
Te
a
c
h
e
r
s’
c
o
n
s
t
r
u
c
t
i
v
e
f
e
e
d
b
a
c
k
e
n
h
a
n
c
e
s t
h
e
l
e
a
r
n
i
n
g
p
r
o
c
e
ss
o
r
h
i
n
d
e
r
s s
t
u
d
e
n
t
s’
mo
t
i
v
a
t
i
o
n
t
o
a
c
c
e
l
e
r
a
t
e
l
e
a
r
n
i
n
g
a
c
h
i
e
v
e
me
n
t
.
Th
e
i
n
t
e
r
c
o
n
n
e
c
t
i
o
n
o
f
f
e
e
d
b
a
c
k
a
n
d
p
r
o
b
a
b
i
l
i
t
y
a
f
f
e
c
t
i
n
g
s
t
u
d
e
n
t
s’
mo
t
i
v
a
t
i
o
n
t
o
i
mp
r
o
v
e
.
I
.
B
r
u
n
o
a
n
d
L
.
S
a
n
t
o
s
(
2
0
1
9
)
,
T.
B
u
r
n
e
r
(
2
0
1
6
)
,
P
.
B
l
a
c
k
a
n
d
D
.
W
i
l
l
i
a
m
(
1
9
9
8
)
,
J
.
H
a
t
t
i
e
a
n
d
H
.
T
i
m
p
e
r
l
e
y
(
2
0
0
7
)
,
D
.
F
e
r
r
i
s
(
2
0
1
4
)
,
I
.
Le
e
a
n
d
D
.
C
o
n
i
a
m
(
2
0
1
3
)
,
M
.
O
.
H
o
r
v
e
r
a
k
(
2
0
1
5
)
,
M
.
Y
.
A
b
d
u
l
l
a
h
,
e
t
a
l
.
(
2
0
1
8
)
2.
Th
e
i
m
p
a
c
t
o
f
t
e
a
c
h
e
r
s’
c
o
n
st
r
u
c
t
i
v
e
f
e
e
d
b
a
c
k
t
o
i
mp
r
o
v
e
t
h
e
i
r
p
e
r
f
o
r
ma
n
c
e
a
n
d
t
o
a
c
c
e
l
e
r
a
t
e
st
u
d
e
n
t
s’
l
e
a
r
n
i
n
g
a
c
h
i
e
v
e
me
n
t
.
Th
e
i
n
t
e
r
c
o
n
n
e
c
t
i
o
n
o
f
f
e
e
d
b
a
c
k
a
n
d
st
u
d
e
n
t
s’
i
mp
r
o
v
i
n
g
p
r
o
g
r
e
ssi
v
e
l
y
i
n
l
e
a
r
n
i
n
g
.
B
.
W
i
sn
i
e
w
s
k
i
,
e
t
a
l
.
(
2
0
2
0
)
,
A
.
F
o
r
s
y
t
h
e
a
n
d
S
.
Jo
h
n
so
n
(
2
0
1
7
)
,
B
.
O
’
D
o
n
o
v
a
n
(
2
0
1
6
)
,
D
.
W
i
l
i
a
m
(
2
0
1
2
)
,
A
.
H
a
z
i
t
a
(
2
0
1
6
)
,
D
.
N
i
c
o
l
a
n
d
D
.
M
a
c
f
a
r
l
a
n
e
(
2
0
0
9
)
A
.
A
.
O
mer
a
n
d
M
.
A
b
d
u
l
a
r
h
i
m (
2
0
1
7
)
3.
Te
a
c
h
e
r
s’
f
e
e
d
b
a
c
k
e
n
c
o
u
r
a
g
e
s
st
u
d
e
n
t
s
t
o
b
e
i
n
d
e
p
e
n
d
e
n
t
l
e
a
r
n
e
r
s a
n
d
t
o
i
m
p
r
o
v
e
l
e
a
r
n
i
n
g
a
c
h
i
e
v
e
me
n
t
.
Th
e
i
n
t
e
r
c
o
n
n
e
c
t
i
o
n
o
f
f
e
e
d
b
a
c
k
a
n
d
st
u
d
e
n
t
s’
a
d
a
p
t
i
n
g
t
o
l
e
a
r
n
i
n
d
e
p
e
n
d
e
n
t
l
y
.
F
.
H
y
l
a
n
d
(
2
0
1
9
)
,
M
.
C
a
r
v
e
r
(
2
0
1
7
)
,
S
.
P
e
t
e
r
so
n
a
n
d
J
.
M
c
C
l
a
y
(
2
0
1
0
)
,
M
.
W
e
a
v
e
r
(
2
0
0
6
)
,
J
.
M
.
P
a
r
r
a
n
d
H
.
S
.
Ti
m
p
e
r
l
e
y
(
2
0
1
0
)
,
C
.
B
r
o
o
k
s,
e
t
a
l
.
(
2
0
1
9
)
T
h
e
s
tu
d
ies
in
th
e
m
eta
-
an
al
y
s
is
co
n
ce
n
tr
ated
in
in
v
esti
g
atin
g
th
e
p
o
s
itiv
e
im
p
ac
t
o
f
teac
h
er
s
’
f
ee
d
b
ac
k
as
a
p
r
im
a
r
y
co
m
p
o
n
en
t
in
im
p
r
o
v
in
g
teac
h
in
g
an
d
lear
n
in
g
ac
h
iev
em
en
t.
T
h
e
r
esu
lts
r
ev
ea
led
th
at
teac
h
er
s
f
ee
d
b
ac
k
h
av
e
s
o
m
e
im
p
ac
t
in
s
tu
d
en
ts
lear
n
in
g
ac
h
iev
em
en
t
in
th
e
s
co
p
e
o
f
:
1
)
af
f
ec
tin
g
s
tu
d
en
ts
’
m
o
tiv
atio
n
to
im
p
r
o
v
e;
2
)
im
p
r
o
v
in
g
p
r
o
g
r
ess
iv
ely
in
lear
n
in
g
; a
n
d
,
3
)
a
d
ap
tin
g
to
lear
n
in
d
ep
en
d
en
tly
.
5.
DIS
CU
SS
I
O
N
T
ea
ch
er
s
’
f
ee
d
b
ac
k
p
r
o
v
i
d
es
co
m
p
ellin
g
i
n
s
ig
h
ts
[
4
5
]
o
f
th
e
i
m
p
o
r
ta
n
ce
o
f
lear
n
er
’
s
s
tr
en
g
th
s
,
p
o
in
ts
o
u
t
clea
r
ly
o
n
h
o
w
to
d
ev
elo
p
th
em
an
d
p
r
o
v
i
d
e
o
p
p
o
r
tu
n
ities
to
im
p
r
o
v
e
th
ei
r
wo
r
k
in
o
r
d
e
r
to
ac
ce
ler
ate
lear
n
in
g
.
B
ased
o
n
th
e
m
eta
-
an
aly
s
is
,
th
e
in
ter
co
n
n
ec
tio
n
o
f
f
ee
d
b
ac
k
is
p
o
s
itiv
ely
co
r
r
elate
d
with
s
tu
d
en
t’
s
ac
ad
em
ic
ac
h
iev
em
en
t.
I
t
is
cr
u
cial
th
at
s
tu
d
e
n
ts
ar
e
g
i
v
en
c
o
n
tin
u
o
u
s
co
n
s
tr
u
ctio
n
f
ee
d
b
ac
k
f
o
r
im
p
r
o
v
em
e
n
t
f
o
r
p
er
s
o
n
al
d
e
v
elo
p
m
en
t
i
n
t
h
eir
wo
r
k
s
o
th
at
th
ey
ca
n
b
ec
o
m
e
i
n
d
ep
e
n
d
en
t
lear
n
er
s
i
n
th
eir
f
u
tu
r
e
lear
n
in
g
to
m
o
v
e
f
o
r
w
ar
d
co
n
f
id
e
n
tly
.
I
t
is
im
p
o
r
ta
n
t
to
n
o
te
th
at,
teac
h
er
s
’
f
ee
d
b
ac
k
h
as
wea
k
n
ess
,
th
er
ef
o
r
e,
teac
h
er
s
’
m
u
s
t b
e
r
e
s
p
o
n
s
iv
e
o
f
s
tu
d
e
n
ts
’
p
r
io
r
k
n
o
wled
g
e
an
d
f
ee
lin
g
s
.
E
v
en
th
o
u
g
h
th
e
in
ter
co
n
n
e
ctio
n
o
f
f
ee
d
b
ac
k
is
p
o
s
itiv
ely
co
n
n
ec
te
d
with
h
o
w
we
ll
s
tu
d
en
ts
p
er
f
o
r
m
in
t
h
eir
lear
n
in
g
,
p
r
ev
io
u
s
r
esear
ch
[
4
6
,
4
7
]
also
p
o
in
ts
o
u
t
th
at
f
ee
d
b
ac
k
ca
n
h
av
e
its
n
eg
ativ
e
ef
f
ec
ts
as
well.
T
h
is
is
b
ec
a
u
s
e
th
e
ef
f
icac
y
o
f
f
ee
d
b
ac
k
,
r
elies
o
n
th
e
co
r
r
ec
t
i
n
f
o
r
m
atio
n
p
r
o
v
id
ed
b
y
teac
h
er
s
o
n
ea
ch
s
tu
d
en
t’
s
d
if
f
icu
lties
,
s
k
ills
an
d
n
atu
r
e
in
a
s
p
ec
if
ic
ca
s
e.
L
iter
atu
r
e
p
o
i
n
ts
o
u
t
clea
r
ly
,
th
a
t
th
is
p
r
o
ce
s
s
is
co
m
p
licated
,
co
m
p
lex
an
d
r
ep
etitiv
e
in
n
atu
r
e.
Nev
er
th
eless
,
co
h
esiv
e
co
l
lab
o
r
atio
n
ca
n
h
elp
to
ac
h
iev
e
th
is
m
is
s
io
n
,
teac
h
er
s
s
h
o
u
ld
in
clu
d
e
wh
atev
er
c
h
o
ice
to
b
e
m
ad
e,
th
ey
will
n
ev
er
b
e
ce
r
tain
th
at
in
p
u
t
will
s
u
p
p
o
r
t
an
d
ac
ce
le
r
ate
th
e
p
r
o
ce
s
s
o
f
lea
r
n
in
g
.
O
n
th
e
o
th
e
r
h
a
n
d
,
s
tu
d
e
n
ts
’
p
r
o
g
r
ess
is
lin
k
ed
to
s
tr
en
g
th
en
th
eir
wea
k
n
ess
an
d
r
ec
ip
r
o
ca
lly
to
im
p
r
o
v
e
th
eir
p
er
f
o
r
m
an
ce
in
o
r
d
er
to
ac
ce
l
er
ate
th
eir
lear
n
in
g
.
T
h
e
f
ac
t is th
is
p
r
o
ce
s
s
ca
n
b
e
tim
e
co
n
s
u
m
in
g
as th
e
r
e
ar
e
p
o
s
itiv
e
an
d
n
eg
ativ
e
co
n
s
eq
u
e
n
ce
s
.
T
h
e
an
aly
s
ed
liter
atu
r
e
also
p
o
in
ts
o
u
t
[
4
8
,
4
9
]
t
h
e
wea
k
n
e
s
s
o
f
f
ee
d
b
ac
k
wh
e
n
teac
h
er
s
ar
e
o
f
ten
n
o
t
v
er
y
co
n
s
cio
u
s
o
f
th
eir
ef
f
ec
tiv
en
ess
in
ass
e
s
s
in
g
th
eir
s
tu
d
en
ts
to
im
p
r
o
v
e
lear
n
in
g
.
T
ea
ch
er
s
m
u
s
t
r
ef
lect
o
n
th
eir
teac
h
in
g
p
r
ac
ti
ce
s
in
o
r
d
er
to
b
etter
th
eir
e
x
p
er
ien
ce
a
n
d
teac
h
in
g
.
T
ea
ch
e
r
s
estab
lis
h
ed
tim
e
co
n
s
tr
ain
ts
th
at
h
in
d
er
ed
th
e
class
’
p
er
tin
en
t
cu
ltu
r
es
i
n
d
ev
elo
p
in
g
f
o
r
m
ativ
e
ev
a
lu
atio
n
.
Fo
r
m
ativ
e
ass
es
s
m
en
t
was
u
s
ef
u
l
f
o
r
teac
h
er
s
,
b
u
t
th
e
co
m
m
u
n
icati
o
n
in
th
at
co
n
tex
t
was
a
ch
allen
g
e,
as
s
tu
d
en
ts
wer
e
ex
p
ec
ted
to
m
aster
task
s
an
d
s
k
ills
.
T
ea
ch
er
s
’
n
ee
d
to
b
u
ild
th
eir
co
n
f
id
e
n
ce
an
d
m
o
tiv
ati
o
n
s
o
th
at,
th
ey
ca
n
ac
h
iev
e
b
etter
ac
a
d
em
ic
p
r
o
g
r
ess
with
th
eir
s
tu
d
en
ts
.
I
n
ad
d
itio
n
,
it
is
a
ca
llo
u
s
p
r
o
ce
s
s
to
wr
ite
co
m
m
en
ts
b
e
ca
u
s
e
th
e
f
o
r
m
an
d
co
n
te
n
t
m
u
s
t
h
elp
s
tu
d
en
ts
f
in
d
way
s
to
s
o
lv
e
th
eir
er
r
o
r
s
,
a
n
d
y
et
th
ey
d
o
n
o
t
h
av
e
a
r
esp
o
n
s
e.
I
t
is
k
n
o
w
n
th
at
teac
h
er
s
’
f
ac
e
d
if
f
icu
lties
in
wr
itin
g
f
ee
d
b
ac
k
b
ased
o
n
ea
ch
s
tu
d
en
t’
s
u
n
i
q
u
e
ch
ar
ac
ter
is
tics
.
E
v
er
y
s
itu
atio
n
is
an
alter
n
ate
ca
s
e,
ex
p
licit
an
d
s
in
g
u
lar
.
T
e
ac
h
er
s
s
h
o
u
ld
s
tr
iv
e
to
k
n
o
w
t
h
eir
ten
d
e
n
cies
an
d
m
en
tality
,
wh
ich
a
r
e
s
im
ilar
to
f
ee
d
b
ac
k
,
h
o
w
th
e
y
u
s
e
th
e
m
an
d
wh
y
th
ey
s
elec
t
a
f
ew
s
tr
ateg
ies,
n
o
t
o
th
e
r
s
,
to
u
n
d
er
s
tan
d
an
d
m
o
tiv
ate
s
tu
d
en
ts
.
T
ea
ch
er
s
n
ee
d
to
b
e
clea
r
o
f
h
o
w
to
o
v
er
co
m
e
th
ese
b
ar
r
ier
s
to
h
elp
s
tu
d
en
t
s
in
th
eir
lear
n
in
g
,
th
o
u
g
h
,
it
is
d
if
f
icu
lt,
b
u
t
it
ca
n
b
e
d
o
n
e
with
h
a
r
d
wo
r
k
[
5
0
,
5
1
]
.
Nev
er
t
h
eless
,
s
tu
d
en
ts
n
ee
d
th
e
r
ig
h
t
d
ir
ec
tio
n
an
d
a
d
v
ice
o
n
h
o
w
t
h
ey
ca
n
ex
p
r
ess
f
ee
d
b
ac
k
c
o
n
f
id
en
tly
.
T
h
e
y
n
ee
d
t
o
co
m
p
r
e
h
en
d
th
at
f
ee
d
b
ac
k
im
p
r
o
v
es
th
eir
o
wn
s
elf
-
im
p
r
o
v
em
en
t
in
en
h
a
n
cin
g
t
h
eir
o
wn
lear
n
in
g
.
Stu
d
en
ts
’
n
e
ed
t
o
b
e
awa
r
e
th
at
in
o
r
d
er
t
o
im
p
r
o
v
e
lear
n
in
g
,
th
e
y
n
ee
d
t
o
ad
o
p
t
a
p
o
s
itiv
e
cu
l
tu
r
e
o
f
g
iv
in
g
an
d
r
ec
eiv
in
g
f
ee
d
b
ac
k
f
r
o
m
t
h
eir
teac
h
er
s
.
I
f
th
is
ca
n
b
e
estab
li
s
h
ed
clea
r
ly
b
y
th
e
teac
h
e
r
an
d
d
ig
ested
p
o
s
itiv
ely
b
y
t
h
e
s
tu
d
en
ts
’
,
f
ee
d
b
ac
k
ca
n
b
e
a
p
o
wer
f
u
l to
o
l in
e
n
h
a
n
cin
g
an
d
ac
ce
ler
atin
g
th
e
lear
n
in
g
p
r
o
ce
s
s
.
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
R
efra
min
g
th
e
effec
tiven
ess
o
f fe
ed
b
a
ck
in
imp
r
o
vin
g
t
ea
ch
i
n
g
a
n
d
lea
r
n
in
g
...
(
A
n
n
e
Ma
la
r
S
elva
r
a
j
)
1061
W
ith
r
ef
er
en
ce
to
teac
h
er
s
’
f
e
ed
b
ac
k
,
f
u
t
u
r
e
s
tu
d
ies
m
ig
h
t
i
n
clu
d
e
th
e
p
ar
ticip
atio
n
o
f
s
ec
o
n
d
ar
y
a
n
d
p
r
im
ar
y
s
ch
o
o
ls
f
r
o
m
ea
ch
s
tate
to
en
ab
le
th
e
r
esear
ch
er
s
to
in
v
esti
g
ate
d
if
f
er
en
t
f
ac
to
r
s
wh
ich
r
elate
to
ef
f
ec
tiv
e
f
ee
d
b
ac
k
cr
e
d
ib
ilit
y
as a
n
im
p
o
r
tan
t le
ar
n
in
g
t
o
o
l i
n
im
p
r
o
v
in
g
s
tu
d
en
ts
’
lear
n
in
g
ac
h
iev
em
e
n
t.
6.
CO
N
CL
U
SI
O
N
T
h
e
k
ey
p
r
i
n
cip
les
o
f
en
h
a
n
c
in
g
s
tu
d
en
ts
lear
n
in
g
ex
p
er
ie
n
ce
h
as
b
ee
n
d
is
cu
s
s
ed
in
th
e
r
ev
iewe
d
liter
atu
r
e.
T
h
e
an
aly
s
is
r
ev
ea
l
ed
th
at
th
e
f
ee
d
b
ac
k
g
i
v
en
b
y
teac
h
er
s
m
u
s
t
n
o
t
o
n
l
y
b
e
in
s
tr
u
ctiv
e
b
u
t
s
h
o
u
ld
also
b
ea
r
in
m
in
d
th
e
co
n
tex
t
,
m
o
tiv
atio
n
,
ab
ilit
y
to
lear
n
an
d
in
clin
atio
n
s
o
f
s
tu
d
e
n
ts
.
I
t
to
o
,
m
u
s
t
r
en
d
e
r
p
o
s
itiv
e
f
o
r
m
ativ
e
f
ee
d
b
ac
k
a
n
d
en
s
u
r
e
th
e
p
ar
ticip
atio
n
an
d
ad
v
an
ce
m
en
t
o
f
lear
n
in
g
b
y
s
tu
d
en
ts
.
Po
s
itiv
e
f
ee
d
b
ac
k
o
n
e
v
alu
atio
n
cr
iter
i
a
s
h
o
u
ld
b
e
p
r
o
m
p
t,
in
s
p
ir
in
g
,
tailo
r
ed
,
r
esp
o
n
s
iv
e
an
d
s
p
ec
i
f
ic.
Ad
d
itio
n
ally
,
a
s
tr
ateg
ic
co
m
m
u
n
icatio
n
ap
p
r
o
ac
h
is
n
ee
d
ed
to
en
s
u
r
e
th
a
t
s
tu
d
en
ts
ar
e
lin
k
e
d
to
th
e
f
ee
d
b
ac
k
m
ater
ial.
R
elev
an
t
f
ee
d
b
ac
k
r
eliab
ilit
y
ch
ar
ac
ter
is
tics
m
ay
also
b
e
test
ed
o
n
th
e
f
ea
s
ib
ilit
y
o
f
th
e
a
d
v
an
ce
d
tec
h
n
iq
u
e
.
T
ea
ch
er
f
ee
d
b
ac
k
h
o
ld
s
a
d
is
tin
ctiv
e
d
if
f
e
r
en
ce
in
f
o
r
m
ativ
e
ev
alu
atio
n
,
a
n
d
teac
h
er
f
ee
d
b
ac
k
o
f
f
er
s
s
tu
d
en
ts
v
alu
ab
le
k
n
o
wled
g
e
o
n
wh
at
t
h
ey
d
o
a
n
d
k
n
o
w,
an
d
wh
at
th
ey
n
ee
d
to
d
o
at
th
e
n
ex
t
lev
el.
Stu
d
en
ts
’
wh
o
s
ee
th
at
th
ey
h
a
v
e
th
e
k
n
o
wled
g
e,
m
u
s
t
d
ev
elo
p
it
an
d
c
o
n
tin
u
e
to
lear
n
.
Alo
n
g
th
ese
lin
es,
th
e
s
ec
r
et
to
en
r
ich
e
d
co
m
p
r
eh
e
n
s
io
n
an
d
cr
ea
tiv
ity
ca
n
b
e
g
r
ea
t
f
ee
d
b
ac
k
.
E
r
g
o
,
f
o
r
m
ativ
e
ass
ess
m
en
t
is
a
q
u
in
tess
en
tial
p
ar
t
o
f
th
e
lear
n
in
g
p
r
o
ce
s
s
s
in
ce
it
en
d
ea
v
o
u
r
s
to
co
n
tr
ib
u
te
to
e
f
f
ec
tiv
e
lear
n
in
g
.
Feed
b
ac
k
is
in
d
ee
d
a
m
ec
h
an
is
m
to
ass
is
t
s
tu
d
en
ts
to
r
esp
o
n
d
t
o
th
eir
p
r
o
b
lem
s
in
th
eir
lear
n
in
g
.
T
h
er
e
f
o
r
e,
f
ee
d
b
ac
k
s
h
o
u
l
d
co
n
ce
n
tr
ate
o
n
th
e
f
u
n
d
am
e
n
tal
asp
ec
ts
o
f
p
r
o
g
r
ess
an
d
s
u
p
p
o
r
t
th
e
s
tu
d
e
n
ts
with
ad
eq
u
ate
k
n
o
wled
g
e
s
o
t
h
at
th
e
lear
n
in
g
an
d
ac
h
iev
em
en
t p
r
o
ce
s
s
ca
n
b
e
e
n
h
an
ce
d
p
r
o
g
r
ess
iv
ely
.
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
e
au
th
o
r
s
ar
e
v
er
y
g
r
atef
u
l
to
th
e
ex
p
e
r
ts
f
o
r
th
eir
co
n
s
tr
u
ctiv
e
f
ee
d
b
ac
k
an
d
s
u
g
g
esti
o
n
s
to
en
h
an
ce
th
is
jo
u
r
n
al.
RE
F
E
R
E
NC
E
S
[1
]
P
.
Blac
k
a
n
d
D.
Wi
li
a
m
,
“
As
se
ss
m
e
n
t
a
n
d
c
las
sro
o
m
lea
rn
in
g
.
As
se
ss
m
e
n
t
in
Ed
u
c
a
ti
o
n
,
”
Prin
c
i
p
l
e
s,
Po
li
c
y
a
n
d
Pra
c
ti
c
e
,
v
o
l.
5
,
n
o
.
1
,
p
p
.
7
-
7
4
,
1
9
9
8
.
[2
]
R.
S
a
d
ler,
“
F
o
rm
a
ti
v
e
a
ss
e
ss
m
e
n
t
a
n
d
th
e
d
e
sig
n
o
f
i
n
stru
c
ti
o
n
a
l
s
y
ste
m
s,”
In
stru
c
ti
o
n
a
l
S
c
ien
c
e
,
v
o
l.
1
8
,
p
p
.
1
1
9
-
1
4
4
,
1
9
8
9.
[On
li
n
e
].
Av
a
il
a
b
le:
h
t
tp
s://
d
o
i.
o
r
g
/1
0
.
1
0
0
7
/B
F
0
0
1
1
7
7
1
4
[3
]
R.
S
a
d
ler,
“
F
o
rm
a
ti
v
e
a
ss
e
ss
m
e
n
t:
Re
v
isit
i
n
g
th
e
t
h
e
o
ry
,
”
Asse
ss
me
n
t
in
Ed
u
c
a
ti
o
n
:
Pri
n
c
ip
l
e
s,
Po
li
c
y
a
n
d
Pra
c
ti
c
e
,
v
o
l.
5
,
n
o
.
1
,
p
p
.
7
7
–
8
4
,
1
9
9
8
.
[4
]
S
.
P
e
ters
o
n
a
n
d
J.
M
c
Clay
,
“
As
se
ss
in
g
a
n
d
p
ro
v
id
in
g
fe
e
d
b
a
c
k
fo
r
stu
d
e
n
t
wri
ti
n
g
i
n
Ca
n
a
d
ia
n
c
las
sro
o
m
s,”
Asse
ss
in
g
W
riti
n
g
,
v
o
l.
1
5
,
n
o
.
2
,
p
p
.
8
6
-
9
9
,
2
0
1
0
.
[5
]
B.
O’
Do
n
o
v
a
n
,
e
t
a
l
.
,
“
A
sc
h
o
larly
a
p
p
ro
a
c
h
t
o
so
lv
in
g
th
e
fe
e
d
b
a
c
k
d
il
e
m
m
a
in
p
ra
c
ti
c
e
,
”
Asse
ss
me
n
t
&
Eva
lu
a
ti
o
n
i
n
Hi
g
h
e
r E
d
u
c
a
ti
o
n
,
v
o
l.
4
1
,
n
o
.
6
,
p
p
.
9
3
8
-
9
4
9
,
2
0
1
6
.
[6
]
D.
Wi
li
a
m
,
“
F
e
e
d
b
a
c
k
:
P
a
rt
o
f
a
s
y
ste
m
,
”
Ed
u
c
a
ti
o
n
a
l
L
e
a
d
e
rs
h
ip
,
v
o
l.
7
0
,
n
o
.
1
,
p
p
.
3
0
–
3
4
,
2
0
1
2
.
[7
]
D.
Wi
li
a
m
a
n
d
M
.
T
h
o
m
p
s
o
n
,
“
I
n
teg
ra
ti
n
g
a
ss
e
ss
m
e
n
t
with
in
str
u
c
t
io
n
:
W
h
a
t
will
it
ta
k
e
to
m
a
k
e
it
wo
rk
?
”
i
n
C.
A.
Dw
y
e
r
(Ed
.
),
T
h
e
fu
t
u
re
o
f
a
ss
e
ss
me
n
t:
S
h
a
p
in
g
tea
c
h
in
g
a
n
d
lea
rn
in
g
.
M
a
h
wa
h
,
NJ
:
Erl
b
a
u
m
,
p
p
.
5
3
-
82
,
2
0
1
7
.
[8
]
J.
Ha
tt
ie
a
n
d
H.
Ti
m
p
e
rley
,
“
T
h
e
p
o
we
r
o
f
fe
e
d
b
a
c
k
,
”
Rev
iew
o
f
E
d
u
c
a
t
io
n
a
l
Res
e
a
rc
h
,
v
o
l.
7
7
,
n
o
.
1
,
p
p
.
8
1
-
1
1
2
,
2
0
0
7
.
[9
]
L.
F
.
Ba
c
h
m
a
n
a
n
d
A.S
.
P
a
lme
r,
L
a
n
g
u
a
g
e
a
ss
e
ss
me
n
t
in
p
r
a
c
ti
c
e
:
d
e
v
e
lo
p
in
g
la
n
g
u
a
g
e
a
ss
e
ss
me
n
ts a
n
d
j
u
stif
y
in
g
th
e
ir u
se
i
n
th
e
re
a
l
wo
rl
d
.
O
x
fo
r
d
:
Ox
f
o
rd
Un
i
v
e
rsity
P
re
ss
,
2
0
1
9
.
[1
0
]
G
.
S
to
b
a
rt,
“
Va
li
d
it
y
in
F
o
rm
a
ti
v
e
As
se
ss
m
e
n
t
,”
In
J.
G
a
rd
n
e
r
(Ed
.
),
Asse
ss
me
n
t
a
n
d
le
a
rn
i
n
g
,
2
n
d
e
d
.
Lo
n
d
o
n
:
S
a
g
e
P
u
b
li
c
a
ti
o
n
s,
p
p
.
2
3
3
-
2
4
2
,
2
0
1
4
.
[1
1
]
D.
Wi
li
a
m
a
n
d
S
.
Lea
h
y
,
Em
b
e
d
d
i
n
g
Fo
rm
a
ti
v
e
Asse
ss
me
n
t:
Pr
a
c
ti
c
a
l
T
e
c
h
n
i
q
u
e
s
fo
r
K
-
1
2
Cl
a
ss
ro
o
ms
.
Wes
t
P
a
lm Be
a
c
h
,
F
L:
Lea
rn
i
n
g
S
c
ien
c
e
s In
tern
a
ti
o
n
a
l,
2
0
1
5
.
[1
2
]
S
.
M
.
G
a
m
lem
a
n
d
K.
S
m
it
h
,
“
S
t
u
d
e
n
t
p
e
rc
e
p
ti
o
n
s
o
f
c
las
sro
o
m
f
e
e
d
b
a
c
k
,
”
Asse
ss
me
n
t
in
E
d
u
c
a
t
i
o
n
:
Pri
n
c
ip
les
,
Po
li
c
y
&
Pra
c
ti
c
e
,
v
o
l.
2
0
,
n
o
.
2
,
p
p
.
1
5
0
-
1
6
9
,
2
0
1
3
.
[1
3
]
S
.
M
.
Bro
o
k
h
a
rt,
Ho
w
to
g
ive
e
ff
e
c
ti
v
e
fee
d
b
a
c
k
to
y
o
u
r st
u
d
e
n
ts
,
2
n
d
e
d
.
Ale
x
a
n
d
ria,
VA
:
ASCD,
2
0
1
7.
[1
4
]
C.
B.
De
a
n
,
e
t
a
l.
,
Cl
a
ss
ro
o
m
in
s
tru
c
ti
o
n
th
a
t
wo
rk
s
re
se
a
rc
h
-
b
a
se
d
stra
teg
ies
fo
r
i
n
c
re
a
sin
g
st
u
d
e
n
t
a
c
h
iev
e
me
n
t
,
2
n
d
e
d
.
Ale
x
a
n
d
r
ia,
VA
:
ASCD,
2
0
1
2
.
[1
5
]
J.
P
.
G
e
e
,
S
o
c
ia
l
L
i
n
g
u
isti
c
s a
n
d
L
it
e
ra
c
ies
:
Id
e
o
l
o
g
y
i
n
d
isc
o
u
rs
e
s
,
2
n
d
e
d
.
L
o
n
d
o
n
:
F
a
lme
r
,
2
0
0
8
.
[1
6
]
K.
Hy
lan
d
a
n
d
F
.
Hy
lan
d
,
“
In
t
e
rp
e
rso
n
a
l
a
sp
e
c
ts
o
f
re
sp
o
n
se
:
Co
n
str
u
c
ti
n
g
a
n
d
i
n
terp
re
ti
n
g
t
e
a
c
h
e
r
writt
e
n
fe
e
d
b
a
c
k
,
”
in
K.
Hy
lan
d
&
F
.
Hy
lan
d
(E
d
s.),
Fee
d
b
a
c
k
in
E
S
L
writi
n
g
:
Co
n
tex
ts
a
n
d
issu
e
s
.
Ca
m
b
rid
g
e
:
Ca
m
b
rid
g
e
Un
i
v
e
rsity
P
re
ss
,
p
p
.
2
0
6
–
2
2
4
,
2
0
1
5
.
[1
7
]
D.
F
e
rris,
“
Re
sp
o
n
d
in
g
t
o
stu
d
e
n
t
writi
n
g
:
Tea
c
h
e
rs’
p
h
il
o
so
p
h
i
e
s
a
n
d
p
ra
c
ti
c
e
s,”
Asse
ss
in
g
W
riti
n
g
,
v
o
l.
1
9
,
p
p
.
6
-
2
3
,
Ja
n
.
2
0
1
4
.
[1
8
]
D.
Nic
o
l
a
n
d
D.
M
a
c
fa
rlan
e
-
Dic
k
,
“
F
o
rm
a
ti
v
e
As
se
ss
m
e
n
t
a
n
d
S
e
lf‐r
e
g
u
late
d
Lea
rn
in
g
:
A
M
o
d
e
l
a
n
d
S
e
v
e
n
P
rin
c
ip
les
o
f
G
o
o
d
F
e
e
d
b
a
c
k
P
ra
c
ti
c
e
,
”
S
tu
d
ies
i
n
Hi
g
h
e
r E
d
u
c
a
t
i
o
n
,
v
o
l.
3
1
,
n
o
.
2
,
p
p
.
1
9
9
–
2
1
8
,
2
0
0
9
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
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8
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n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
10
55
-
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62
1062
[1
9
]
I.
Lee
,
“
F
e
e
d
b
a
c
k
in
H
o
n
g
Ko
n
g
se
c
o
n
d
a
ry
writi
n
g
c
las
sro
o
m
:
As
se
ss
m
e
n
t
fo
r
lea
rn
in
g
o
r
a
ss
e
ss
m
e
n
t
o
f
lea
rn
in
g
?
”
Asse
ss
in
g
W
riti
n
g
,
v
o
l.
1
2
,
n
o
.
3
,
p
p
.
1
8
0
–
1
9
8
,
2
0
0
7
.
[2
0
]
F
.
Hy
lan
d
,
“
F
o
c
u
sin
g
o
n
fo
rm
:
S
tu
d
e
n
t
e
n
g
a
g
e
m
e
n
t
wit
h
tea
c
h
e
r
fe
e
d
b
a
c
k
,
”
S
y
ste
m
,
v
o
l
.
3
1
,
n
o
.
2
,
p
p
.
2
1
7
–
2
3
0
,
2
0
1
9
.
[2
1
]
J.
M
.
P
a
rr
a
n
d
H.
S
.
Ti
m
p
e
rley
,
“
F
e
e
d
b
a
c
k
t
o
writi
n
g
,
a
ss
e
ss
m
e
n
t
fo
r
tea
c
h
in
g
a
n
d
lea
rn
i
n
g
a
n
d
stu
d
e
n
t
p
ro
g
re
ss
,
”
Asse
ss
in
g
W
riti
n
g
,
v
o
l.
1
5
,
n
o
.
2
,
p
p
.
6
8
-
8
5
,
2
0
1
0
.
[2
2
]
A.
Jo
n
ss
o
n
,
“
F
a
c
il
it
a
ti
n
g
p
ro
d
u
c
t
iv
e
u
se
o
f
fe
e
d
b
a
c
k
in
h
i
g
h
e
r
e
d
u
c
a
ti
o
n
,
”
Act
ive
L
e
a
rn
in
g
i
n
Hi
g
h
e
r
Ed
u
c
a
ti
o
n
,
v
o
l.
1
4
,
n
o
.
1
,
p
p
.
6
3
–
7
6
,
2
0
1
3
.
[2
3
]
I.
Lee
a
n
d
D.
Co
n
iam
,
“
In
tr
o
d
u
c
in
g
a
ss
e
ss
m
e
n
t
fo
r
lea
rn
i
n
g
f
o
r
EF
L
writ
in
g
in
a
n
a
ss
e
ss
m
e
n
t
o
f
lea
rn
in
g
e
x
a
m
in
a
ti
o
n
-
d
riv
e
n
sy
ste
m
in
Ho
n
g
K
o
n
g
,
”
J
o
u
r
n
a
l
o
f
S
e
c
o
n
d
L
a
n
g
u
a
g
e
W
riti
n
g
,
v
o
l
.
2
2
,
n
o
.
1
,
p
p
.
3
4
–
5
0
,
2
0
1
3
.
[2
4
]
M
.
O.
Ho
r
v
e
ra
k
,
“
F
e
e
d
b
a
c
k
p
ra
c
ti
c
e
s
in
E
n
g
l
ish
in
No
rwe
g
ian
u
p
p
e
r
se
c
o
n
d
a
ry
sc
h
o
o
ls,”
N
o
r
d
ic
J
o
u
rn
a
l
o
f
M
o
d
e
rn
L
a
n
g
u
a
g
e
M
e
th
o
d
o
lo
g
y
,
vol
.
3
,
n
o
.
2
,
p
p
.
7
4
–
9
,
2
0
1
5
.
[2
5
]
T.
B
u
rn
e
r,
“
F
o
rm
a
ti
v
e
a
ss
e
ss
m
e
n
t
o
f
writ
in
g
i
n
En
g
li
sh
a
s
a
fo
re
i
g
n
la
n
g
u
a
g
e
,
”
S
c
a
n
d
in
a
v
ia
n
J
o
u
r
n
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
,
v
o
l.
6
0
,
n
o
.
6
,
p
p
.
6
2
6
–
6
4
8
,
2
0
1
6
.
[2
6
]
C.
Bro
o
k
s,
A.
Ca
rro
ll
,
R.
M
.
G
il
li
e
s,
a
n
d
J.
Ha
tt
ie,
“
A
M
a
tri
x
o
f
F
e
e
d
b
a
c
k
f
o
r
Lea
rn
in
g
,
”
A
u
stra
l
i
a
n
J
o
u
r
n
a
l
o
f
T
e
a
c
h
e
r E
d
u
c
a
ti
o
n
,
v
o
l.
4
4
,
n
o
.
4
,
p
p
.
1
4
-
3
2
,
2
0
1
9
.
[2
7
]
I.
Bru
n
o
a
n
d
L.
S
a
n
t
o
s,
“
Wr
it
te
n
c
o
m
m
e
n
ts
a
s
a
fo
rm
o
f
fe
e
d
b
a
c
k
,
”
S
t
u
d
ies
i
n
E
d
u
c
a
t
io
n
a
l
Eva
l
u
a
ti
o
n
,
v
o
l
.
3
6
,
n
o
.
3
,
p
p
.
1
1
1
-
1
2
0
,
2
0
1
9
.
[2
8
]
P
.
J.
Re
g
a
n
,
“
Re
a
d
b
e
twe
e
n
t
h
e
li
n
e
s:
t
h
e
e
m
a
n
c
ip
a
to
r
y
n
a
tu
r
e
o
f
f
o
rm
a
ti
v
e
a
n
n
o
tati
v
e
fe
e
d
b
a
c
k
o
n
d
ra
ft
a
ss
ig
n
m
e
n
ts,”
S
y
ste
mic
Pra
c
ti
c
e
a
n
d
Actio
n
Res
e
a
rc
h
,
v
o
l.
2
3
,
n
o
.
6
,
p
p
.
4
5
3
-
4
6
6
,
2
0
1
0
.
[2
9
]
K.
Hy
lan
d
,
a
n
d
F
.
Hy
lan
d
,
“
F
e
e
d
b
a
c
k
o
n
se
c
o
n
d
lan
g
u
a
g
e
stu
d
e
n
ts
writi
n
g
,
”
L
a
n
g
u
a
g
e
T
e
a
c
h
i
n
g
,
v
o
l.
3
9
,
n
o
.
2
,
p
p
.
83
–
1
0
1
,
2
0
1
6
.
[3
0
]
M
.
He
rit
a
g
e
,
F
o
rm
a
ti
v
e
Asse
ss
me
n
t:
M
a
k
in
g
It
H
a
p
p
e
n
i
n
T
h
e
Cl
a
ss
ro
o
m
.
Ca
li
fo
r
n
ia:
C
o
rwin
,
2
0
1
0
.
[3
1
]
G
.
A.
Bro
wn
,
e
t
a
l.
,
Asse
ss
in
g
S
tu
d
e
n
t
L
e
a
rn
i
n
g
i
n
Hi
g
h
e
r E
d
u
c
a
ti
o
n
.
Ro
u
tl
e
d
g
e
,
L
o
n
d
o
n
,
2
0
1
3
.
[3
2
]
P
.
Ra
c
e
,
T
h
e
L
e
c
tu
re
r’s
T
o
o
lkit
–
A
Pra
c
ti
c
a
l
Gu
i
d
e
t
o
Asse
ss
me
n
t,
L
e
a
rn
in
g
a
n
d
T
e
a
c
h
i
n
g
,
3
r
d
e
d
.
R
o
u
t
led
g
e
,
Lo
n
d
o
n
,
2
0
1
3
.
[3
3
]
M
.
M
.
P
.
Ala
m
is,
“
Ev
a
lu
a
ti
n
g
st
u
d
e
n
ts’
re
a
c
ti
o
n
s
a
n
d
re
sp
o
n
se
s
t
o
tea
c
h
e
rs’
writt
e
n
fe
e
d
b
a
c
k
s,”
Ph
il
i
p
p
i
n
e
ES
L
J
o
u
rn
a
l,
vol
.
5
,
p
p
.
4
0
-
5
7
,
2
0
1
0
.
[3
4
]
M
.
Wea
v
e
r,
“
Do
stu
d
e
n
ts
v
a
lu
e
fe
e
d
b
a
c
k
?
S
tu
d
e
n
t
p
e
rc
e
p
ti
o
n
s
o
f
tu
t
o
rs’
writt
e
n
re
sp
o
n
se
s,”
Asse
ss
m
e
n
t
a
n
d
Eva
lu
a
ti
o
n
i
n
Hi
g
h
e
r E
d
u
c
a
ti
o
n
,
v
o
l.
3
1
,
n
o
.
3
,
p
p
.
3
7
9
–
3
9
4
,
2
0
0
6
.
[3
5
]
L.
G
o
ld
ste
in
,
“
Qu
e
sti
o
n
s
a
n
d
a
n
sw
e
rs
a
b
o
u
t
tea
c
h
e
r
writt
e
n
c
o
m
m
e
n
tary
a
n
d
stu
d
e
n
t
re
v
isi
o
n
:
tea
c
h
e
rs
a
n
d
stu
d
e
n
ts w
o
rk
i
n
g
to
g
e
th
e
r,
”
J
o
u
r
n
a
l
o
f
S
e
c
o
n
d
L
a
n
g
u
a
g
e
W
riti
n
g
,
v
o
l.
1
3
,
n
o
.
1
,
p
p
.
6
3
–
8
0
,
2
0
0
4
.
[3
6
]
P
.
Blac
k
a
n
d
D.
Wi
li
a
m
,
“
De
v
e
lo
p
i
n
g
t
h
e
th
e
o
r
y
o
f
f
o
rm
a
ti
v
e
a
ss
e
ss
m
e
n
t,
”
Ed
u
c
a
ti
o
n
a
l
Asse
ss
m
e
n
t,
Eva
l
u
a
ti
o
n
a
n
d
Acc
o
u
n
ta
b
il
i
ty,
v
o
l.
2
1
,
n
o
.
5
,
p
p
.
5
–
3
1
,
2
0
0
9
.
[3
7
]
S
.
Ca
rrin
g
t
o
n
a
n
d
J.
M
a
c
Arth
u
r,
T
e
a
c
h
in
g
in
In
c
l
u
siv
e
S
c
h
o
o
l
C
o
mm
u
n
it
ies
.
M
il
to
n
,
Qld
:
Jo
h
n
Wi
ley
&
S
o
n
s
Au
stra
li
a
,
2
0
1
6
.
[3
8
]
A.
D.
C
o
h
e
n
,
“
F
e
d
b
a
c
k
o
n
Wr
i
ti
n
g
:
Th
e
Us
e
o
f
Ve
rb
a
l
Re
p
o
rt,
”
S
tu
d
ies
i
n
S
e
c
o
n
d
L
a
n
g
u
a
g
e
Acq
u
isit
io
n
,
v
o
l.
1
3
,
n
o
.
2
,
p
p
.
1
3
3
-
1
5
9
,
2
0
0
8
.
[3
9
]
A.
Ha
z
it
a
,
“
Im
p
lem
e
n
tatio
n
a
n
d
Ch
a
ll
e
n
g
e
s
o
f
En
g
li
sh
Lan
g
u
a
g
e
Ed
u
c
a
ti
o
n
Re
fo
rm
in
M
a
lay
sia
n
P
rima
ry
S
c
h
o
o
ls
,”
3
L
:
T
h
e
S
o
u
t
h
e
a
st A
si
a
n
J
o
u
r
n
a
l
o
f
En
g
li
s
h
L
a
n
g
u
a
g
e
S
t
u
d
ies
,
vol
.
2
2
,
n
o
.
3
,
p
p
.
6
5
-
7
8
,
2
0
1
6
.
[4
0
]
D.
S
to
n
e
a
n
d
S
.
He
e
n
,
T
h
a
n
k
s
fo
r
th
e
fee
d
b
a
c
k
:
T
h
e
sc
ien
c
e
a
n
d
a
rt
o
f
re
c
e
ivin
g
fee
d
b
a
c
k
.
N
e
w
Yo
rk
,
NY
:
P
e
n
g
u
in
,
2
0
1
5
.
[4
1
]
M
.
Ha
m
z
a
h
a
n
d
S
.
P
a
ra
m
a
siv
a
m
,
“
Be
twe
e
n
th
e
id
e
a
l
a
n
d
re
a
li
t
y
:
Tea
c
h
e
rs’
p
e
rc
e
p
ti
o
n
o
f
th
e
imp
lem
e
n
tatio
n
o
f
sc
h
o
o
l
-
b
a
se
d
o
ra
l
E
n
g
li
sh
a
ss
e
ss
m
e
n
t,
”
T
h
e
E
n
g
li
s
h
T
e
a
c
h
e
r,
v
o
l.
3
8
,
p
p
.
1
3
-
3
0
,
2
0
1
7
.
[4
2
]
M
.
Y.
A
b
d
u
ll
a
h
,
e
t
a
l.
,
“
T
h
e
e
ffe
c
t
o
f
p
e
e
rs
a
n
d
tea
c
h
e
rs'
fe
e
d
b
a
c
k
o
n
writi
n
g
a
n
x
iet
y
lev
e
l
th
r
o
u
g
h
C
M
C
a
p
p
li
c
a
ti
o
n
s,”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Eme
rg
i
n
g
T
e
c
h
n
o
lo
g
ies
in
L
e
a
rn
in
g
,
v
o
l
.
1
3
,
n
o
.
1
1
,
p
p
.
9
6
-
2
0
7
,
2
0
1
8
.
[4
3
]
M
.
Ca
rv
e
r,
“
Li
m
it
a
ti
o
n
s
o
f
Co
r
re
c
ti
v
e
F
e
e
d
fo
rwa
rd
:
A
Ca
ll
fo
r
Re
su
b
m
issio
n
P
ra
c
ti
c
e
s
to
b
e
c
o
m
e
Lea
rn
in
g
-
o
rien
tate
d
,
”
J
o
u
r
n
a
l
o
f
Ac
a
d
e
mic
W
riti
n
g
,
v
o
l
.
7
,
n
o
.
1
,
p
p
.
1
-
1
5
,
2
0
1
7
.
[4
4
]
M
.
W
.
Ot
h
m
a
n
,
T
h
e
Ro
le
o
f
Fee
d
b
a
c
k
in
M
a
l
a
y
sia
n
ES
L
S
e
c
o
n
d
a
ry
S
c
h
o
o
l
Cl
a
ss
ro
o
ms
.
Au
stra
li
a
:
Un
iv
e
rsit
y
o
f
Tas
m
a
n
ia,
2
0
1
2
.
[4
5
]
J.
Hirsc
h
,
T
h
e
Fee
d
b
a
c
k
Fi
x
:
Du
mp
t
h
e
Pa
st
,
Emb
r
a
c
e
th
e
Fu
tu
re
a
n
d
L
e
a
d
th
e
W
a
y
t
o
Ch
a
n
g
e
.
Ro
wm
a
n
a
n
d
Li
tt
lefie
ld
P
u
b
li
sh
e
rs,
2
0
1
7
.
[4
6
]
L.
Ald
e
rm
a
n
,
S
.
To
we
rs
a
n
d
S
.
Ba
n
n
a
h
,
“
S
t
u
d
e
n
t
F
e
e
d
b
a
c
k
S
y
st
e
m
s
in
Hig
h
e
r
Ed
u
c
a
ti
o
n
:
A
F
o
c
u
se
d
Li
tera
tu
r
e
Re
v
iew
a
n
d
E
n
v
ir
o
n
m
e
n
tal
S
c
a
n
,
”
Qu
a
li
ty i
n
Hi
g
h
e
r E
d
u
c
a
t
io
n
,
v
o
l
.
1
8
,
n
o
.
3
,
p
p
.
2
6
1
-
2
8
0
,
2
0
1
2
.
[4
7
]
S
.
Clark
e
,
Fo
rm
a
ti
v
e
Asse
ss
me
n
t
in
t
h
e
se
c
o
n
d
a
ry
c
la
ss
ro
o
m
L
o
n
d
o
n
.
UK
:
Ho
d
d
e
r
S
t
o
u
g
h
t
o
n
,
2
0
1
2
.
[4
8
]
E.
P
it
t
a
n
d
L.
No
rt
o
n
,
“
No
w
th
a
t
’s
th
e
F
e
e
d
b
a
c
k
I
Wan
t!
S
t
u
d
e
n
t
’s
Re
a
c
ti
o
n
s
t
o
F
e
e
d
b
a
c
k
o
n
G
ra
d
e
d
Wo
r
k
a
n
d
wh
a
t
th
e
y
d
o
with
it
,
”
.
Asse
s
sm
e
n
t
a
n
d
Ev
a
lu
a
ti
o
n
i
n
Hi
g
h
e
r E
d
u
c
a
ti
o
n
,
v
o
l
.
4
2
,
n
o
.
4
,
p
p
.
4
9
9
-
5
1
6
,
2
0
1
7
.
[4
9
]
A.
F
o
rsy
t
h
e
a
n
d
S
.
J
o
h
n
so
n
,
“
Th
a
n
k
s,
b
u
t
N
o
-
Th
a
n
k
s
fo
r
t
h
e
F
e
e
d
b
a
c
k
,
”
Asse
ss
me
n
t
a
n
d
Eva
l
u
a
ti
o
n
in
Hi
g
h
e
r
Ed
u
c
a
ti
o
n
,
v
o
l
4
2
,
n
o
.
6
,
p
p
.
8
5
0
-
8
5
9
,
2
0
1
7
.
[5
0
]
A.
A.
Om
e
r
a
n
d
M
.
Ab
d
u
larh
im,
“
Th
e
c
rit
e
ria
o
f
c
o
n
stru
c
ti
v
e
fe
e
d
b
a
c
k
:
Th
e
F
e
e
d
b
a
c
k
th
a
t
c
o
u
n
ts,”
J
o
u
r
n
a
l
o
f
He
a
lt
h
S
p
e
c
ia
lt
ies
,
v
o
l
.
5
,
n
o
.
1
,
p
p
.
4
5
-
4
8
,
2
0
1
7
.
[5
1
]
B.
Wi
s
n
iew
sk
i,
K.
Zi
e
re
r
a
n
d
J.
Ha
tt
ie,
“
T
h
e
P
o
we
r
o
f
F
e
e
d
b
a
c
k
Re
v
isit
e
d
:
A
M
e
ta
-
An
a
l
y
sis
o
f
E
d
u
c
a
ti
o
n
a
l
F
e
e
d
b
a
c
k
Re
se
a
rc
h
,
”
Fro
n
t
ier
s in
Psy
c
h
o
lo
g
y
,
v
o
l.
10
,
p
p
.
1
-
1
4
,
2
0
2
0
.
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