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co
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Tes
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mea
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and
eva
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tion:
U
n
dersta
nding
and us
e of
the
co
nce
pts in
ed
uca
tion
Dick
s
o
n Ado
m
1
,
J
ephta
r
Ad
u M
en
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a
h
2
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Denni
s
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15
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alu
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Me
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T
est co
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T
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CC B
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C
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p
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A
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:
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s
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Ad
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ar
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d
u
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n
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I
n
n
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s
in
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Kwa
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m
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T
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O.
B
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m
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a
,
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an
a
.
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m
ail:
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8
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1.
I
NT
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D
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I
O
N
I
n
th
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teac
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in
g
-
lea
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n
in
g
en
v
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m
en
t,
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er
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tan
t
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ed
to
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e
teac
h
in
g
an
d
lear
n
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g
p
r
o
ce
s
s
[
1
]
.
T
h
is
im
p
o
r
tan
t
s
y
m
b
io
tic
p
r
o
ce
s
s
g
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ally
r
ef
e
r
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to
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s
s
m
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o
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o
t
o
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ly
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cc
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r
af
ter
t
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c
h
in
g
b
u
t
ca
n
also
b
e
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n
d
er
tak
e
n
b
ef
o
r
e
teac
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in
g
is
af
f
ec
ted
o
r
d
u
r
in
g
th
e
teac
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in
g
p
r
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s
s
.
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p
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if
ically
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co
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test
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m
ea
s
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r
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n
t,
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d
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v
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o
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tin
u
e
to
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in
ate
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u
ca
tio
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p
r
ac
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ce
ar
o
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n
d
th
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wo
r
ld
.
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g
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s
ev
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al
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ch
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a
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im
p
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tan
t
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ca
tio
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c
o
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ce
p
ts
[
2
]
,
th
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tem
p
tatio
n
to
m
is
co
n
s
tr
u
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o
n
e
co
n
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tr
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th
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lar
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f
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-
teac
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s
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u
ca
tio
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ev
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o
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wo
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d
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ac
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n
er
s
to
m
e
an
t
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e
s
am
e
th
in
g
[
3
,
4
]
.
As
p
r
o
f
ess
io
n
al
ed
u
ca
to
r
s
,
t
h
is
is
u
n
ac
ce
p
tab
le
to
th
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ex
ten
t
th
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o
u
r
ab
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to
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tin
g
u
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t
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ce
p
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d
ap
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o
p
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ly
a
p
p
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r
m
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e
with
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co
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im
p
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p
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u
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teac
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ap
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iate
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id
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w
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f
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ea
s
u
r
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en
t,
an
d
ev
alu
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n
an
d
ex
p
lain
th
e
u
s
e
s
o
f
th
ese
k
ey
co
-
d
ep
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d
en
t
co
n
c
ep
ts
in
r
elatio
n
to
e
d
u
ca
tio
n
a
l
p
r
ac
tice.
T
o
th
is
en
d
,
s
o
m
e
im
p
o
r
tan
t
co
n
ce
p
ts
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
5
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8
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I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
1
,
Ma
r
ch
2
0
2
0
:
1
0
9
-
1
1
9
110
r
elate
d
to
ed
u
ca
tio
n
al
ass
ess
m
en
t
h
av
e
b
ee
n
th
o
r
o
u
g
h
l
y
d
is
cu
s
s
ed
in
th
is
p
ap
er
to
p
r
o
v
id
e
f
u
r
th
er
u
n
d
er
s
tan
d
i
n
g
,
d
r
aw
th
e
f
i
n
e
d
is
tin
ctio
n
s
an
d
o
u
tlin
e
th
e
p
u
r
p
o
s
es a
m
o
n
g
th
ese
c
o
n
ce
p
ts
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
e
r
esear
ch
er
s
em
p
lo
y
ed
d
o
cu
m
en
t
an
aly
s
is
[
5
]
an
d
d
esk
s
u
r
v
ey
[
6
]
f
o
r
t
h
e
co
m
p
r
eh
en
s
iv
e
r
ev
iew
o
f
test
,
m
ea
s
u
r
em
en
t,
a
n
d
ev
alu
atio
n
in
p
ee
r
-
r
ev
iewe
d
jo
u
r
n
als,
r
ep
o
r
ts
,
a
n
d
n
ewsp
ap
e
r
s
[
7
]
.
A
s
y
s
tem
atic
s
ea
r
ch
was
co
n
d
u
cte
d
u
s
in
g
th
e
k
ey
wo
r
d
s
'
test
an
d
test
item
co
n
s
tr
u
ctio
n
'
,
'
ev
alu
atio
n
in
ed
u
ca
tio
n
'
,
'
m
ea
s
u
r
em
en
t'
,
an
d
'
a
s
s
e
s
s
m
e
n
t
o
f
lear
n
i
n
g
o
u
tco
m
es'
f
r
o
m
o
n
lin
e
d
ata
b
ases
s
u
ch
as
Sco
p
u
s
,
Sp
r
in
g
e
r
,
J
STOR,
Pu
b
Me
d
,
E
B
SC
O,
Pr
o
Qu
est
an
d
Go
o
g
le
Sch
o
lar
.
A
to
tal
o
f
4
8
ar
ticles
wer
e
th
o
r
o
u
g
h
ly
ass
ess
ed
.
T
h
e
ar
ticles
wer
e
ca
r
ef
u
lly
r
ev
iewe
d
an
d
s
cr
u
tin
ize
d
to
wh
o
lly
c
o
m
p
r
eh
en
d
[
8
]
th
e
co
n
ce
p
ts
o
f
test
,
m
ea
s
u
r
em
en
t,
an
d
ev
alu
ati
o
n
an
d
h
o
w
th
ey
ar
e
u
s
ed
i
n
e
d
u
ca
tio
n
al
r
esear
c
h
,
esp
ec
ially
in
th
e
Gh
a
n
aian
co
n
tex
t.
T
h
e
k
ey
q
u
alities
in
th
e
in
ter
p
r
etiv
e
d
o
c
u
m
en
t
a
n
aly
s
is
th
at
g
u
id
ed
th
e
r
ev
ie
w
wer
e
au
th
en
ticity
,
cr
ed
ib
ilit
y
,
an
d
r
e
p
r
esen
tativ
e
n
ess
[
9
]
.
T
h
e
p
ap
e
r
s
wer
e
r
ea
d
s
ev
er
ally
to
f
u
lly
u
n
d
er
s
ta
n
d
th
eir
th
eo
r
etic
al
p
er
s
p
ec
tiv
es
[
7
]
.
T
h
e
m
ai
n
id
ea
s
in
th
e
r
ev
iewe
d
m
ater
ials
wer
e
s
u
m
m
ar
ized
a
n
d
d
is
cu
s
s
ed
with
th
e
m
ain
o
b
jectiv
es
o
f
th
e
s
tu
d
y
in
v
ie
w.
T
h
e
n
ew
u
n
d
e
r
s
tan
d
in
g
w
as
s
u
b
jecte
d
to
v
e
r
if
icatio
n
t
o
v
alid
ate
t
h
e
claim
s
,
ass
u
m
p
tio
n
s
,
an
d
th
eo
r
ie
s
m
a
d
e
b
y
s
ch
o
la
r
s
[
1
0
]
.
Fin
ally
,
a
ca
p
tiv
atin
g
d
is
cu
s
s
io
n
o
n
t
h
e
co
n
ce
p
ts
an
d
h
o
w
th
ey
ar
e
u
s
ed
in
ass
ess
in
g
th
e
ac
ad
em
ic
p
er
f
o
r
m
an
ce
s
o
f
lea
r
n
er
s
was p
r
esen
ted
.
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
3
.
1
.
E
x
pla
ini
ng
t
he
co
ncept
s
:
t
est
,
m
ea
s
urem
ent
,
a
nd
ev
a
lua
t
i
o
n in e
du
ca
t
io
n
W
ith
an
illu
s
tr
atio
n
o
f
th
r
ee
co
n
ce
n
tr
ic
ci
r
cles,
L
y
n
ch
[
4
]
p
r
o
v
id
es
a
co
n
ce
p
tu
al
f
r
a
m
ewo
r
k
as
th
e
b
asis
f
o
r
u
n
d
er
s
tan
d
in
g
th
e
in
ter
-
r
elate
d
co
n
s
tr
u
cts
o
f
ev
alu
atio
n
,
m
ea
s
u
r
em
e
n
t,
an
d
test
in
g
.
Fig
u
r
e
1
is
th
e
s
ch
em
atic
r
ep
r
esen
tatio
n
o
f
th
e
c
o
n
s
tr
u
cts
o
f
ev
alu
atio
n
,
m
ea
s
u
r
em
e
n
t,
an
d
test
in
g
as
ap
p
lied
in
ed
u
ca
tio
n
.
T
h
e
co
n
ce
p
tu
al
f
r
a
m
ewo
r
k
s
o
u
g
h
t
to
illu
s
tr
ate
th
e
s
u
p
er
o
r
d
i
n
ate
-
s
u
b
o
r
d
in
ate
r
e
latio
n
s
h
ip
b
etwe
en
th
ese
co
n
ce
p
ts
an
d
d
em
o
n
s
tr
ate
th
e
ar
ea
s
o
f
o
v
er
lap
.
Fig
u
r
e
1
.
L
y
n
ch
'
s
m
o
d
el
o
f
ev
alu
atio
n
,
m
ea
s
u
r
em
e
n
t,
an
d
te
s
tin
g
[
4
]
Fro
m
Fig
u
r
e
1
,
m
ea
s
u
r
em
e
n
t
an
d
test
in
g
ca
n
b
e
s
ee
n
as
a
co
m
p
o
n
en
t
o
f
th
e
e
v
alu
atio
n
.
B
ac
h
m
an
[
1
1
]
an
d
L
y
n
ch
[
4
]
in
th
eir
p
o
s
tu
latio
n
o
f
ev
alu
ati
o
n
ag
r
ee
th
at
ev
alu
atio
n
is
th
e
s
u
p
er
o
r
d
in
ate
ter
m
to
b
o
th
m
ea
s
u
r
em
en
t
a
n
d
test
in
g
.
B
ac
h
m
an
[
1
1
]
ad
d
s
th
at
m
ea
s
u
r
em
en
t
en
c
o
m
p
ass
es
tes
tin
g
wh
en
d
ec
is
io
n
-
m
ak
in
g
is
d
o
n
e
th
r
o
u
g
h
th
e
u
s
e
o
f
a
s
p
ec
if
ic
s
am
p
le
o
f
b
eh
av
io
r
.
Fo
r
t
h
is
s
tu
d
y
,
f
u
r
th
er
ex
p
o
s
itio
n
to
th
e
co
n
ce
p
ts
h
as b
ee
n
p
r
o
v
id
e
d
in
th
e
s
u
b
s
eq
u
en
t sectio
n
.
3
.
1
.
1
.
T
ests
O
n
e
o
f
th
e
m
o
s
t
co
m
m
o
n
ly
u
s
ed
ass
ess
m
en
t
to
o
ls
in
ed
u
ca
tio
n
is
to
co
n
d
u
ct
test
s
.
B
ey
o
n
d
b
ein
g
co
n
s
id
er
ed
as
an
in
s
tr
u
m
en
t,
test
s
ca
n
also
b
e
s
ee
n
as
s
tan
d
ar
d
p
r
o
ce
d
u
r
es
u
s
ed
to
s
y
s
tem
atica
lly
m
ea
s
u
r
e
a
s
am
p
le
o
f
b
eh
a
v
io
u
r
b
y
p
o
s
in
g
a
s
et
o
f
q
u
esti
o
n
s
[
1
2
]
.
T
ests
ar
e
d
esig
n
ed
to
m
ea
s
u
r
e
th
e
q
u
ality
,
ab
ilit
y
,
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
Tes
t,
mea
s
u
r
eme
n
t,
a
n
d
ev
a
lu
a
tio
n
:
Un
d
ers
ta
n
d
in
g
a
n
d
u
s
e
o
f th
e
co
n
ce
p
ts
in
ed
u
c
a
tio
n
(
Dick
s
o
n
A
d
o
m
)
111
s
k
ill
o
r
k
n
o
wled
g
e
o
f
a
s
am
p
l
e
ag
ain
s
t
a
g
iv
en
s
tan
d
a
r
d
,
wh
ich
u
s
u
ally
co
u
ld
b
e
d
ee
m
ed
a
s
ac
ce
p
tab
le
o
r
n
o
t
.
I
n
ed
u
ca
tio
n
al
p
r
ac
tice,
test
s
ar
e
m
eth
o
d
s
u
s
ed
to
d
eter
m
in
e
th
e
s
tu
d
en
ts
'
ab
ilit
y
to
co
m
p
lete
ce
r
tain
task
s
o
r
d
em
o
n
s
tr
ate
m
aster
y
o
f
a
s
k
i
ll
o
r
k
n
o
wled
g
e
o
f
co
n
te
n
t.
T
ests
ca
n
tak
e
th
e
f
o
r
m
o
f
m
u
ltip
le
ch
o
ices
o
r
a
wee
k
ly
s
p
ellin
g
.
Ma
n
ich
an
d
er
[
1
3
]
ad
d
s
th
at,
alth
o
u
g
h
test
s
h
av
e
b
ee
n
in
ter
ch
an
g
e
ab
ly
u
s
ed
to
m
ea
n
ass
es
s
m
en
t o
r
ev
en
e
v
alu
atio
n
,
th
e
d
is
tin
g
u
is
h
in
g
f
ac
to
r
o
f
a
test
is
th
e
f
ac
t th
at
is
a
f
o
r
m
o
f
ass
es
s
m
en
t.
B
r
au
n
et
al
[
1
4
]
co
n
jectu
r
e
test
in
g
as
th
e
p
r
o
ce
s
s
o
f
m
ea
s
u
r
in
g
s
in
g
le
o
r
m
u
ltip
l
e
co
n
ce
p
ts
,
u
n
d
er
a
s
et
o
f
p
r
e
d
eter
m
in
ed
co
n
d
itio
n
s
.
T
h
ey
ar
e
u
s
ed
to
m
ea
s
u
r
e
th
e
lev
el
o
f
s
tu
d
en
ts
'
lear
n
in
g
.
T
r
its
ch
ler
[
1
5
]
e
x
p
lain
s
a
test
to
m
ea
n
ad
m
in
is
ter
in
g
a
g
i
v
en
to
o
l
o
r
u
n
d
er
tak
in
g
a
p
r
o
ce
d
u
r
e
to
s
o
licit
s
tu
d
en
ts
'
r
e
s
p
o
n
s
es a
s
in
f
o
r
m
a
tio
n
,
wh
ic
h
p
r
o
v
id
es th
e
b
asis
to
m
ak
e
ju
d
g
em
en
t o
r
ev
alu
ati
o
n
r
eg
ar
d
in
g
s
o
m
e
ch
ar
ac
ter
is
tics
s
u
ch
as
s
k
ills
,
k
n
o
wled
g
e,
a
n
d
v
alu
es.
T
h
r
ee
ty
p
es
o
f
test
s
h
av
e
b
ee
n
id
e
n
tifie
d
b
y
Sk
in
n
er
[
1
6
]
,
wh
ich
ca
n
b
e
u
s
ed
in
d
eter
m
in
in
g
a
s
tu
d
e
n
t's
p
r
o
g
r
ess
ag
ain
s
t
th
e
s
et
o
b
je
ctiv
e(
s
)
.
T
ests
ca
n
tak
e
th
e
f
o
r
m
o
f
s
tan
d
ar
d
ized
test
s
,
d
iag
n
o
s
tic
test
s
,
an
d
tea
ch
er
-
m
ad
e
test
s
.
Diag
n
o
s
tic
te
s
ts
(
also
r
ef
er
r
e
d
to
as
an
aly
tic
test
s
)
ar
e
test
s
u
s
e
d
b
y
t
h
e
teac
h
er
to
g
et
e
v
id
en
ce
d
etailin
g
th
e
lear
n
er
s
'
p
r
o
g
r
ess
ab
o
u
t
a
g
iv
e
n
s
u
b
ject.
T
o
u
n
d
er
tak
e
t
h
is
,
th
e
teac
h
er
ap
p
r
o
ac
h
es
th
is
d
u
r
i
n
g
th
e
lear
n
in
g
p
r
o
ce
s
s
b
y
b
r
ea
k
in
g
th
e
s
u
b
jects
in
to
u
n
its
.
Sin
ce
teac
h
er
s
ad
ap
t
th
eir
teac
h
in
g
m
eth
o
d
s
in
th
e
ir
s
ch
em
es
o
f
wo
r
k
,
teac
h
er
-
m
ad
e
test
s
ar
e
m
ad
e
b
y
teac
h
er
s
.
C
o
n
s
eq
u
e
n
tly
,
te
ac
h
er
s
ar
e
at
lib
er
ty
t
o
cu
s
to
m
ize
th
ese
test
s
.
T
h
e
ad
v
an
ta
g
e
o
f
a
teac
h
er
-
m
a
d
e
test
o
v
er
s
tan
d
ar
d
ize
d
test
s
is
th
at
it
allo
ws
f
u
r
th
er
s
p
e
cif
ic
an
d
in
d
iv
id
u
alize
d
ev
a
lu
atio
n
.
Ho
wev
e
r
,
a
d
o
wn
s
id
e
to
teac
h
er
-
m
a
d
e
t
ests
is
its
in
ef
f
ec
tiv
en
ess
in
d
e
ter
m
in
in
g
ce
r
tain
p
ar
ts
o
f
o
b
jectiv
es
lik
e
s
k
ills
o
f
s
p
ea
k
in
g
a
n
d
r
ea
d
in
g
.
Ded
u
ci
n
g
f
r
o
m
th
e
p
r
ec
ed
in
g
ex
p
lan
atio
n
s
,
a
test
ca
n
b
e
u
n
d
er
s
to
o
d
as
a
m
eth
o
d
o
r
to
o
l
ad
m
i
n
is
ter
ed
to
m
ea
s
u
r
e
t
h
e
lev
els
o
f
k
n
o
wled
g
e,
a
b
ilit
y
,
an
d
s
k
ills
o
f
lear
n
er
s
.
T
h
is
m
ea
n
s
th
at
th
e
r
e
is
s
o
m
e
p
er
f
o
r
m
an
c
e
o
r
ac
tiv
ity
r
eq
u
ir
ed
o
f
eith
er
th
e
lear
n
e
r
o
r
th
e
teac
h
er
o
r
b
o
th
.
Mo
r
eso
in
f
o
r
m
u
latin
g
test
s
,
th
er
e
i
s
th
e
n
ee
d
to
att
ac
h
th
e
ap
p
r
o
ac
h
to
th
e
m
eth
o
d
wh
er
eb
y
d
elib
er
ate
ef
f
o
r
ts
m
u
s
t
b
e
d
ir
ec
ted
to
war
d
s
s
tr
ik
in
g
th
e
f
in
e
b
alan
ce
s
o
th
at
th
e
item
s
ar
e
n
ei
th
er
to
o
d
if
f
icu
lt
n
o
r
t
o
o
s
im
p
le.
T
h
at
way
,
lear
n
er
s
will b
e
m
o
tiv
ated
to
p
ar
ticip
at
e.
3
.
1
.
2
.
M
ea
s
urem
ent
J
u
s
t
lik
e
test
s
,
m
u
ltip
le
d
ef
in
itio
n
s
ar
e
ascr
ib
ed
to
t
h
e
co
n
ce
p
t
o
f
e
d
u
ca
tio
n
al
m
e
asu
r
em
en
t.
Gen
er
ally
,
m
ea
s
u
r
em
e
n
t
h
as
t
o
d
o
with
th
e
ass
ig
n
m
en
t
o
f
q
u
an
t
if
iab
le
d
ata
b
y
u
s
in
g
o
n
e
o
r
m
o
r
e
in
s
tr
u
m
e
n
ts
s
u
ch
as
a
test
o
r
r
atin
g
s
ca
le.
W
h
en
co
n
tex
tu
alize
d
with
in
ed
u
ca
tio
n
,
a
m
ea
s
u
r
e
m
en
t
ca
n
b
e
r
ef
er
r
ed
to
as
a
p
r
o
ce
s
s
u
s
ed
to
g
lean
th
e
d
eg
r
ee
o
f
a
n
in
d
iv
i
d
u
al'
s
co
m
p
eten
ce
in
n
u
m
er
ical
ter
m
s
.
I
n
o
th
e
r
wo
r
d
s
,
me
asu
r
em
en
t
is
u
n
d
er
tak
e
n
to
q
u
an
tif
y
th
e
lev
el
o
f
k
n
o
wle
d
g
e
o
r
s
k
ills
ac
q
u
ir
e
d
b
y
a
le
ar
n
er
.
T
r
ip
ath
i
a
n
d
Ku
m
ar
[
1
7
]
i
n
q
u
o
tin
g
th
e
d
e
f
in
itio
n
p
r
o
v
id
ed
b
y
J
am
es
M.
B
r
ad
f
ield
s
tate
th
at
m
ea
s
u
r
em
en
t
"is
a
p
r
o
ce
s
s
o
f
ass
ig
n
in
g
s
y
m
b
o
ls
to
th
e
d
i
m
en
s
io
n
s
o
f
a
p
h
e
n
o
m
en
o
n
t
o
ch
ar
ac
ter
ize
th
e
s
tatu
s
o
f
th
e
p
h
en
o
m
en
o
n
as
p
r
ec
is
ely
as
p
o
s
s
ib
le"
.
T
h
is
m
ea
n
s
th
at
m
ea
s
u
r
e
m
en
t
e
n
tails
s
u
b
jectin
g
a
p
h
en
o
m
en
o
n
o
r
v
a
r
iab
le
to
s
o
m
e
p
r
ec
is
e
an
d
q
u
an
tifia
b
le
y
ar
d
s
tick
(
s
)
.
Scr
iv
en
[
1
8
]
s
im
ilar
ly
av
er
s
th
at
m
ea
s
u
r
em
en
t
is
u
n
d
er
tak
en
to
d
eter
m
in
e
th
e
m
ag
n
itu
d
e
o
f
a
q
u
an
tity
.
T
h
is
d
eter
m
in
atio
n
ty
p
ically
is
ca
r
r
ied
o
u
t
o
n
eith
er
a
cr
iter
io
n
-
r
ef
er
en
ce
d
test
s
ca
le
o
r
o
n
a
c
o
n
tin
u
o
u
s
n
u
m
er
ical
s
ca
le.
T
h
ese
m
ea
s
u
r
em
en
t
i
n
s
tr
u
m
en
ts
ca
n
tak
e
a
v
a
r
iety
o
f
f
o
r
m
s
s
u
c
h
as
a
q
u
esti
o
n
n
a
ir
e,
a
test
o
r
an
y
p
iece
o
f
a
p
p
ar
atu
s
.
T
h
e
o
b
s
er
v
er
in
ce
r
tain
s
itu
atio
n
s
ca
n
b
e
u
s
ed
as
th
e
m
ea
s
u
r
em
en
t
in
s
tr
u
m
en
t
wh
ic
h
will
n
ee
d
to
b
e
c
alib
r
ated
o
r
v
alid
ate
d
[
1
8
]
.
Sc
r
iv
en
f
u
r
th
e
r
n
o
tes:
“M
ea
s
u
r
em
en
t
is
a
co
m
m
o
n
an
d
s
o
m
etim
es
lar
g
e
co
m
p
o
n
en
t
o
f
s
tan
d
ar
d
ized
ev
alu
atio
n
s
,
b
u
t
a
v
er
y
s
m
all
p
ar
t o
f
its
lo
g
ic,
t
h
at
is
,
o
f
th
e
ju
s
tific
atio
n
f
o
r
th
e
e
v
alu
ativ
e
co
n
clu
s
io
n
s
”
.
Kizlik
[
3
]
co
n
ce
p
tu
alize
s
m
ea
s
u
r
em
en
t
as
th
e
p
r
o
ce
s
s
o
f
d
et
er
m
in
in
g
th
e
attr
i
b
u
tes
o
r
d
im
en
s
io
n
s
o
f
s
o
m
e
p
h
y
s
ical
o
b
ject.
T
h
e
m
e
as
u
r
em
en
t
p
r
o
ce
s
s
in
v
o
l
v
es
g
a
th
er
in
g
i
n
f
o
r
m
atio
n
t
o
m
o
n
ito
r
s
tu
d
en
ts
'
p
r
o
g
r
ess
an
d
p
o
s
s
ib
ly
in
ter
v
en
e
s
h
o
u
l
d
th
e
n
ee
d
ar
is
e.
T
h
e
co
n
ce
r
n
o
f
m
ea
s
u
r
em
en
t
is
with
th
e
ap
p
licatio
n
o
f
its
f
in
d
in
g
s
,
th
u
s
ca
lls
f
o
r
s
o
m
e
ju
d
g
em
e
n
t
o
n
th
e
ef
f
ec
tiv
en
es
s
o
r
d
esira
b
ilit
y
o
f
a
p
r
o
d
u
ct,
p
r
o
ce
s
s
o
r
p
r
o
g
r
ess
in
lin
e
with
a
s
et
o
f
g
en
er
ally
ac
ce
p
tab
le
o
b
jectiv
es
o
r
v
alu
es.
Fro
m
th
e
ex
p
o
s
itio
n
s
th
is
f
ar
,
an
ed
u
ca
tio
n
al
m
ea
s
u
r
em
en
t
ca
n
m
ea
n
th
e
s
tan
d
ar
d
p
r
o
ce
d
u
r
es
an
d
t
h
e
p
r
in
cip
les
u
n
d
er
p
i
n
n
in
g
th
e
ap
p
licatio
n
o
f
th
e
p
r
o
ce
d
u
r
es u
s
ed
f
o
r
test
s
.
3
.
1
.
3
.
E
v
a
lua
t
io
n
I
n
s
im
p
lis
tic
ter
m
s
,
m
ak
in
g
j
u
d
g
em
e
n
t
o
r
d
eter
m
in
atio
n
o
f
th
e
q
u
ality
o
r
wo
r
th
ab
o
u
t
an
o
b
ject,
s
u
b
ject
o
r
p
h
en
o
m
en
o
n
ca
n
b
e
r
ef
er
r
e
d
to
as
ev
alu
atio
n
.
R
elatin
g
th
e
c
o
n
ce
p
t
to
e
d
u
ca
ti
o
n
,
C
o
lem
an
[
1
9
]
d
ef
in
es
ev
alu
atio
n
as
th
e
"d
eter
m
in
atio
n
o
f
h
o
w
s
u
cc
ess
f
u
l
a
p
r
o
g
r
am
m
e,
a
cu
r
r
icu
lu
m
,
a
s
er
ies
o
f
ex
p
er
im
en
ts
,
etc.
h
as
b
ee
n
i
n
ac
h
iev
in
g
th
e
g
o
als
laid
o
u
t
f
o
r
it
at
th
e
o
u
ts
et".
Oth
er
ter
m
in
o
lo
g
ies
u
s
ed
s
y
n
o
n
y
m
o
u
s
ly
as
"E
v
alu
atio
n
"
o
r
o
th
er
v
ar
ian
ts
o
f
th
e
s
am
e
in
clu
d
e
b
u
t
n
o
t
lim
ited
to
:
ap
p
r
aisal,
an
aly
s
es,
ass
es
s
m
en
t,
cr
itiq
u
e,
ex
am
in
at
io
n
,
g
r
ad
i
n
g
,
in
s
p
ec
tio
n
,
ju
d
g
em
en
t,
r
atin
g
,
r
a
n
k
in
g
,
an
d
r
e
v
iew.
Acc
o
r
d
in
g
to
B
r
au
n
et
al.
[
1
4
]
,
ev
al
u
atio
n
is
th
e
p
r
o
ce
s
s
o
f
r
ea
c
h
in
g
co
n
clu
s
io
n
s
r
e
g
ar
d
in
g
ab
s
t
r
ac
t
en
titi
es.
T
h
ese
in
ta
n
g
ib
le
u
n
its
ca
n
r
an
g
e
f
r
o
m
cu
r
r
icu
la
t
o
in
s
titu
tio
n
s
.
T
h
u
s
,
ev
alu
atio
n
ca
lls
f
o
r
u
n
d
er
t
ak
in
g
a
p
r
o
ce
s
s
to
p
r
o
v
id
e
in
f
o
r
m
atio
n
to
b
e
u
s
ed
as
a
b
asi
s
f
o
r
ju
d
g
in
g
a
s
itu
atio
n
.
An
ev
alu
atio
n
h
as
to
d
o
with
th
e
p
r
o
ce
d
u
r
es
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
.
1
,
Ma
r
ch
2
0
2
0
:
1
0
9
-
1
1
9
112
em
p
lo
y
ed
f
o
r
d
eter
m
in
in
g
wh
eth
er
o
r
n
o
t
th
e
lear
n
er
m
ee
ts
a
p
r
eset
c
r
iter
io
n
.
E
v
alu
atio
n
in
th
e
r
ea
l
s
en
s
e
r
ef
er
s
to
th
e
p
r
o
ce
s
s
u
s
ed
to
d
eter
m
i
n
e
th
e
m
er
it,
wo
r
th
,
o
r
v
alu
e
o
f
a
p
r
o
ce
s
s
o
r
th
e
p
r
o
d
u
ct
o
f
th
e
p
r
o
ce
s
s
[
1
8
]
.
A
s
s
ess
m
en
t
to
o
ls
s
u
ch
as
test
s
ar
e
u
s
ed
d
u
r
in
g
t
h
e
ev
alu
atio
n
p
r
o
ce
s
s
t
o
d
eter
m
in
e
th
e
q
u
alif
icatio
n
b
ased
o
n
s
et
cr
iter
ia
[
2
0
]
.
T
h
is
m
ea
n
s
th
at
th
e
p
r
o
ce
s
s
o
f
m
ak
in
g
ju
d
g
m
en
ts
is
b
ased
o
n
cr
iter
ia
an
d
e
v
id
en
ce
.
E
v
alu
atio
n
r
ef
er
s
t
o
th
e
s
y
s
tem
at
ic
ac
q
u
is
itio
n
o
f
in
f
o
r
m
atio
n
an
d
co
n
s
eq
u
en
t
ass
es
s
m
en
t
s
o
th
at
s
o
m
e
u
s
ef
u
l
f
ee
d
b
a
ck
is
p
r
o
v
id
e
d
r
eg
a
r
d
in
g
an
in
itiativ
e
[
2
1
]
.
W
ith
a
well
-
u
n
d
er
tak
e
n
ev
alu
atio
n
,
lear
n
er
s
ar
e
e
n
ab
l
ed
to
r
ef
lect
an
d
h
e
n
ce
ar
e
ass
is
ted
to
id
e
n
tify
c
h
an
g
es
f
o
r
t
h
e
f
u
tu
r
e.
Alth
o
u
g
h
th
er
e
ar
e
co
u
n
tles
s
d
ich
o
to
m
i
es
ascr
ib
ed
to
th
e
f
o
r
m
s
o
f
ev
alu
atio
n
,
th
er
e
a
r
e
two
m
ai
n
t
y
p
es;
f
o
r
m
ativ
e
an
d
s
u
m
m
ativ
e
ev
alu
atio
n
.
Usu
a
lly
,
at
th
e
p
lan
n
in
g
an
d
d
e
s
ig
n
in
g
p
h
ase
o
f
an
ed
u
ca
t
io
n
al
p
r
o
g
r
am
m
e,
th
e
f
o
r
m
ativ
e
ev
alu
atio
n
is
co
n
d
u
cte
d
.
T
h
is
is
d
o
n
e
f
o
r
s
o
licitin
g
im
m
ed
iate
f
ee
d
b
ac
k
f
o
r
th
e
g
iv
e
n
p
r
o
g
r
a
m
m
e
to
m
o
d
if
y
an
d
im
p
r
o
v
e
s
h
o
u
ld
th
e
n
ee
d
ar
is
e.
I
t
is
o
n
-
g
o
in
g
an
d
it
h
elp
s
to
d
eter
m
in
e
th
e
p
r
o
g
r
a
m
m
e
s
tr
en
g
th
s
an
d
wea
k
n
ess
es.
I
n
ag
r
ee
m
en
t
with
th
is
a
s
s
er
tio
n
,
T
h
e
Gl
o
s
s
ar
y
o
f
E
d
u
ca
tio
n
Fo
r
u
m
[
2
2
]
co
n
s
id
er
s
f
o
r
m
ati
v
e
ev
alu
atio
n
as
an
in
-
p
r
o
ce
s
s
ev
alu
atio
n
o
f
s
tu
d
e
n
t
lea
r
n
in
g
.
T
h
ey
s
tate
f
u
r
th
er
th
at
f
o
r
m
ativ
e
ev
alu
atio
n
s
ar
e
ty
p
ically
ad
m
in
is
ter
ed
m
u
ltip
le
tim
es
d
u
r
in
g
a
u
n
it,
co
u
r
s
e,
o
r
ac
ad
em
ic
p
r
o
g
r
a
m
.
T
h
is
ty
p
e
o
f
ev
alu
a
tio
n
in
v
o
lv
es
th
e
teac
h
er
g
iv
i
n
g
a
n
d
m
ak
in
g
a
s
er
ies
o
f
te
s
ts
an
d
ex
er
cises
,
ad
d
in
g
,
av
er
ag
i
n
g
th
e
m
ar
k
s
a
n
d
en
ter
in
g
th
em
o
n
a
r
ep
o
r
t c
ar
d
.
On
th
e
o
th
er
h
a
n
d
,
B
ae
h
r
[
2
3
]
s
tates
th
at
s
u
m
m
ativ
e
m
ea
n
"a
d
d
itio
n
o
f
all
th
in
g
s
"
Su
m
m
ativ
e
ev
alu
atio
n
is
co
n
ce
r
n
e
d
with
th
e
ev
al
u
atio
n
o
f
a
n
alr
ea
d
y
co
m
p
leted
p
r
o
g
r
am
m
e.
E
v
alu
atio
n
is
wh
at
is
o
b
tain
ed
at
th
e
en
d
o
f
a
co
u
r
s
e
th
at
is
u
s
ed
to
d
eter
m
i
n
e
wh
eth
er
s
tu
d
en
ts
h
av
e
m
aster
ed
th
e
co
u
r
s
e
o
b
jectiv
es
[
2
4
]
,
a
n
d
th
e
e
v
alu
atio
n
s
m
ay
b
e
b
ased
o
n
test
s
an
d
o
th
er
ass
ess
m
en
t
p
r
o
ce
d
u
r
es.
W
h
en
all
th
at
h
as
b
ee
n
p
lan
n
e
d
an
d
d
o
n
e,
s
u
m
m
ativ
e
ev
al
u
atio
n
ca
n
b
e
ca
r
r
ied
o
u
t
to
d
eter
m
in
e
wh
et
h
er
th
e
p
r
o
g
r
am
m
e
h
as
ac
h
iev
ed
its
g
o
als.
Simp
ly
,
it
is
th
e
k
i
n
d
o
f
ev
alu
atio
n
th
at
s
u
m
m
ar
is
es
th
e
s
tr
en
g
th
s
an
d
wea
k
n
ess
es
o
f
a
p
r
o
g
r
a
m
m
e.
Sin
g
h
[
2
5
]
p
u
ts
f
o
r
war
d
th
e
p
u
r
p
o
s
es
o
f
r
eg
u
lar
ly
u
n
d
er
tak
i
n
g
ed
u
c
atio
n
al
ev
alu
atio
n
.
He
p
o
s
its
th
a
t
e
v
al
u
atio
n
i
n
ed
u
ca
tio
n
is
p
u
r
p
o
s
ed
f
o
r
m
ak
in
g
r
eliab
le
d
ec
is
io
n
s
co
n
c
er
n
in
g
ed
u
ca
tio
n
al
p
lan
n
in
g
,
u
s
ed
f
o
r
ascer
tain
in
g
th
e
wo
r
th
o
f
tim
e,
an
d
to
id
en
tify
s
tu
d
en
ts
'
g
r
o
wth
o
r
o
th
er
wis
e
in
ac
q
u
ir
in
g
d
esira
b
le
k
n
o
wled
g
e,
s
k
ills
,
attitu
d
es,
an
d
s
o
cieta
l
v
a
lu
es.
Oth
er
r
ea
s
o
n
s
a
r
e
to
en
ab
le
te
ac
h
er
s
to
d
eter
m
in
e
th
e
ef
f
icac
y
o
f
th
eir
in
s
tr
u
ctio
n
al
tech
n
iq
u
es a
n
d
lear
n
i
n
g
r
e
s
o
u
r
ce
s
as we
ll a
s
to
m
o
tiv
ate
lear
n
er
s
to
d
is
co
v
er
th
eir
p
r
o
g
r
ess
in
ac
co
m
p
lis
h
in
g
g
iv
en
task
s
.
I
t
is
cr
u
cial
to
t
ak
e
co
g
n
izan
ce
o
f
an
d
f
o
llo
w
th
e
p
r
in
cip
les
th
at
u
n
d
er
lie
th
e
e
v
alu
atio
n
p
r
o
ce
s
s
f
o
r
m
ea
n
in
g
f
u
l
o
u
tco
m
es.
3
.
2
.
B
est
a
pp
ro
a
ches
in
s
et
t
ing
t
est
it
em
s
t
o
m
ea
s
ure
a
n
d
ev
a
lua
t
e
s
t
ud
ent
s
’
lea
rning
o
utc
o
mes
:
co
g
nitiv
e,
a
f
f
ec
t
iv
e
a
nd
ps
y
cho
m
o
t
o
r
a
re
a
s
o
f
dev
elo
pm
e
nt
On
e
co
r
e
r
esp
o
n
s
ib
ilit
y
o
f
a
t
ea
ch
er
is
to
ass
ess
th
e
am
o
u
n
t
o
f
lear
n
in
g
d
o
n
e
b
y
s
tu
d
e
n
ts
o
r
th
eir
ac
h
iev
em
en
t
at
th
e
en
d
o
f
a
c
o
u
r
s
e
u
n
it,
o
r
an
in
s
tr
u
ctio
n
al
p
er
io
d
an
d
p
r
o
v
id
e
f
ee
d
b
ac
k
to
k
ey
s
tak
eh
o
ld
er
s
in
th
e
f
o
r
m
o
f
g
r
a
d
es
[
2
6
]
.
I
n
th
e
co
u
r
s
e
o
f
teac
h
er
s
d
is
ch
ar
g
in
g
th
eir
ass
ess
m
en
t
r
esp
o
n
s
ib
ilit
ies,
th
ey
p
r
o
v
id
e
ess
en
tial
f
ee
d
b
ac
k
o
n
s
tu
d
en
ts
'
p
r
o
g
r
ess
an
d
also
co
n
tr
ib
u
te
to
im
p
r
o
v
in
g
th
e
lear
n
in
g
p
r
o
ce
s
s
[
2
7
,
2
8
]
.
On
e
ef
f
ec
tiv
e
to
o
l
th
at
is
m
o
s
tly
u
s
ed
b
y
teac
h
er
s
in
ass
ess
in
g
th
e
q
u
an
tity
an
d
q
u
ality
o
f
l
e
ar
n
in
g
d
o
n
e
is
a
test
.
A
tes
t
co
n
n
o
tes
th
e
p
r
esen
tatio
n
o
f
a
s
tan
d
ar
d
s
et
o
f
q
u
esti
o
n
s
to
b
e
an
s
wer
ed
b
y
th
e
lear
n
er
[
2
9
]
.
C
r
o
o
k
er
an
d
Alg
in
a
[
3
0
]
f
u
r
th
er
d
escr
ib
e
a
test
to
b
e
a
s
tan
d
ar
d
p
r
o
c
ed
u
r
e
f
o
r
o
b
tain
i
n
g
a
s
am
p
le
o
f
b
eh
av
io
u
r
f
r
o
m
a
s
p
ec
if
ied
d
o
m
a
in
.
I
n
o
th
e
r
wo
r
d
s
,
a
test
i
s
an
in
s
tr
u
m
en
t
c
o
m
p
r
is
in
g
o
f
well
-
cr
af
ted
item
s
th
at
in
to
tality
m
ea
s
u
r
es
r
ea
lis
tic
lear
n
in
g
o
u
tc
o
m
es
th
at
r
ep
r
esen
t
ex
p
ec
te
d
b
eh
av
io
u
r
al
tr
ait(
s
)
.
I
n
th
e
class
r
o
o
m
s
,
s
tu
d
en
ts
lear
n
v
ar
ieties
o
f
co
n
ten
t,
a
n
d
te
ac
h
er
s
ar
e
r
eq
u
i
r
e
d
to
ass
ess
s
tu
d
en
ts
'
k
n
o
wled
g
e
o
n
th
ese
c
o
n
ten
ts
an
d
s
u
m
m
ar
ize
th
em
i
n
th
e
f
o
r
m
o
f
al
p
h
ab
etica
l
o
r
n
u
m
er
ical
c
o
d
e
th
u
s
g
r
ad
es
[
3
1
]
.
T
h
e
ass
ig
n
ed
g
r
ad
es
as
a
n
o
u
t
co
m
e
g
i
v
e
th
e
in
s
titu
tio
n
s
an
i
n
d
ep
en
d
en
t
i
n
d
icatio
n
o
f
th
e
a
ch
iev
em
en
t/ab
ilit
y
lev
el
o
f
a
g
i
v
en
s
tu
d
en
t.
At
tim
es
it
g
u
id
es
o
u
r
ch
o
ices
r
eg
ar
d
in
g
wh
o
to
p
ick
f
o
r
o
u
r
u
n
i
v
er
s
ity
,
wh
ich
p
r
o
g
r
a
m
m
e
o
r
to
d
eter
m
in
e
w
h
ich
o
n
es
n
ee
d
e
x
tr
a
h
elp
to
b
e
s
u
cc
ess
f
u
l.
C
o
n
s
id
er
in
g
th
e
in
f
lu
en
tial
r
o
le
th
at
th
e
ev
alu
atio
n
o
f
test
s
co
r
es
p
l
ay
in
d
ec
is
io
n
m
a
k
in
g
am
o
n
g
s
tak
eh
o
ld
er
s
,
it
is
cr
u
cial
to
s
u
g
g
est
th
at
b
o
th
test
d
ev
elo
p
er
s
an
d
u
s
er
s
m
u
s
t
m
ak
e
co
n
s
cio
u
s
ef
f
o
r
t
to
im
p
r
o
v
e
th
e
v
alid
ity
an
d
th
e
r
eliab
ilit
y
o
f
th
e
test
to
g
et
o
b
jectiv
e
in
f
o
r
m
atio
n
b
y
m
in
im
izin
g
er
r
o
r
s
in
m
ea
s
u
r
em
e
n
t
[
3
2
]
.
W
e
s
u
g
g
est
th
at
in
t
esti
n
g
wh
at
s
tu
d
en
ts
k
n
o
w
o
r
h
av
e
lear
n
ed
in
an
a
r
ea
o
f
s
tu
d
y
,
well
-
cr
af
te
d
test
item
s
o
u
g
h
t
to
b
e
u
s
ed
an
d
m
u
s
t
m
atch
in
ten
d
ed
lear
n
in
g
o
u
tco
m
es.
W
h
en
th
er
e
is
an
alig
n
m
en
t
o
f
ass
ess
m
en
t
with
lear
n
in
g
,
teac
h
in
g
a
n
d
co
n
ten
t k
n
o
wled
g
e,
test
s
co
r
es
tu
r
n
to
b
e
v
alid
[
3
3
]
.
L
ea
r
n
i
n
g
o
u
tco
m
es
is
a
p
r
ac
tical
way
o
f
m
ain
tai
n
in
g
s
tan
d
ar
d
s
an
d
im
p
r
o
v
in
g
teac
h
in
g
[
3
4
]
.
E
ts
e
y
[
3
5
]
,
s
u
g
g
est
th
at
a
co
m
p
lete
lear
n
in
g
o
b
jectiv
e
s
h
o
u
l
d
in
clu
d
e
an
o
b
s
er
v
a
b
le
b
eh
av
io
u
r
,
co
n
d
itio
n
s
u
n
d
er
wh
ich
th
e
in
ten
d
e
d
b
eh
a
v
io
u
r
m
u
s
t
b
e
m
a
n
if
ested
an
d
th
e
l
ev
el
o
f
p
er
f
o
r
m
a
n
ce
co
n
s
id
er
ed
to
b
e
s
u
f
f
icie
n
t
t
o
d
em
o
n
s
tr
ate
m
aster
y
.
L
ea
r
n
in
g
o
u
tco
m
es
h
elp
in
ass
ess
in
g
k
n
o
wled
g
e
an
d
co
n
ce
p
ts
th
at
p
o
in
t
to
th
e
t
o
tal
d
ev
elo
p
m
en
t
(
co
g
n
itiv
e,
af
f
ec
tiv
e
a
n
d
p
s
y
ch
o
m
o
to
r
)
o
f
s
tu
d
e
n
ts
[
3
6
]
.
Ho
wev
er
,
ass
es
s
in
g
lear
n
in
g
o
u
tco
m
es
o
n
th
e
p
s
y
ch
o
m
o
to
r
an
d
af
f
ec
tiv
e
d
o
m
ai
n
m
ay
b
e
o
f
a
ch
allen
g
e
to
s
o
m
e
s
p
ec
if
ic
co
u
r
s
es
an
d
t
o
i
n
clu
d
e
th
em
m
ay
u
n
n
ec
ess
ar
ily
in
cr
ea
s
e
th
e
n
u
m
b
er
o
f
o
u
tc
o
m
es
[
3
4
]
.
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
Tes
t,
mea
s
u
r
eme
n
t,
a
n
d
ev
a
lu
a
tio
n
:
Un
d
ers
ta
n
d
in
g
a
n
d
u
s
e
o
f th
e
co
n
ce
p
ts
in
ed
u
c
a
tio
n
(
Dick
s
o
n
A
d
o
m
)
113
3
.
3
.
Cla
s
s
ro
o
m
a
chiev
em
ent
t
ests
C
las
s
r
o
o
m
ac
h
iev
em
en
t
test
s
ar
e
g
en
er
ally
teac
h
er
-
m
ad
e
test
s
[
3
5
]
.
T
h
ese
test
s
ar
e
co
n
s
t
r
u
cted
b
y
teac
h
er
s
to
test
th
e
am
o
u
n
t
o
f
lear
n
in
g
d
o
n
e
b
y
s
tu
d
en
ts
a
n
d
it
is
o
f
ten
d
o
n
e
f
o
r
m
ativ
el
y
o
r
s
u
m
m
ativ
ely
.
T
ea
ch
er
-
m
ad
e
test
s
u
s
u
ally
m
ea
s
u
r
e
attain
m
en
t
in
a
s
in
g
le
s
u
b
ject
in
a
s
p
ec
if
ic
clas
s
o
r
f
o
r
m
o
r
g
r
ad
e
[
3
6
]
.
T
ea
ch
er
s
ar
e
em
p
o
wer
ed
b
y
in
s
titu
tio
n
al
p
o
licies
to
ass
es
s
th
e
am
o
u
n
t
o
f
lear
n
in
g
d
o
n
e
af
ter
a
s
tip
u
late
d
p
er
io
d
o
f
in
s
tr
u
ctio
n
.
I
n
Gh
an
a,
th
e
Sch
o
o
l
-
B
ased
Ass
es
s
m
en
t
(
SB
A)
is
u
s
ed
a
s
a
g
u
id
e
b
y
b
asic
an
d
Sen
io
r
Hig
h
teac
h
er
s
wh
e
n
ass
ess
in
g
s
tu
d
en
ts
'
lear
n
in
g
.
Fo
r
teac
h
er
s
to
b
e
k
n
o
wled
g
ea
b
le
an
d
ef
f
icien
t
in
t
h
eir
ass
es
s
m
en
t
p
r
ac
tices,
teac
h
er
s
ar
e
tak
en
th
r
o
u
g
h
a
f
u
ll
c
o
u
r
s
e
in
ed
u
ca
tio
n
al
ass
ess
m
en
t
o
f
wh
ich
test
co
n
s
tr
u
ctio
n
is
a
k
e
y
co
m
p
o
n
e
n
t
[
3
7
]
.
T
ea
ch
e
r
s
wh
o
h
a
v
e
r
e
ce
iv
ed
tr
ain
in
g
in
th
e
ass
ess
m
en
t
ar
e
ex
p
ec
ted
to
h
av
e
th
e
p
r
o
p
en
s
ity
to
e
m
p
lo
y
th
e
v
ar
i
o
u
s
ass
ess
m
en
t
tech
n
iq
u
es
co
r
r
ec
tly
wh
en
ass
ess
in
g
s
tu
d
en
ts
lear
n
in
g
.
T
h
is
will
h
elp
th
em
i
n
en
s
u
r
in
g
th
at
teac
h
er
s
ca
n
cr
af
t
th
eir
test
item
s
to
m
ea
s
u
r
e
s
tu
d
en
ts
'
le
ar
n
in
g
.
W
h
en
teac
h
er
s
a
r
e
e
q
u
ip
p
e
d
with
th
e
r
elev
a
n
t
c
o
n
ten
t
p
r
o
ce
d
u
r
es
o
f
class
r
o
o
m
ass
es
s
m
en
t,
it
ev
al
u
ates
wh
eth
er
a
s
tu
d
e
n
t'
s
lear
n
in
g
e
f
f
ec
tiv
e
[
3
8
]
.
Desp
ite
th
e
im
p
o
r
tan
ce
o
f
class
r
o
o
m
ass
ess
m
en
t,
s
tu
d
ies
s
u
g
g
est
s
o
m
e
d
ef
icien
cies
in
teac
h
er
-
m
ad
e
te
s
ts
[3
7
,
3
9
]
.
Acc
o
r
d
in
g
to
L
an
e
et
al.
[
40
]
,
m
o
s
t
teac
h
er
s
cr
af
t
f
lawe
d
item
s
th
at
m
ea
s
u
r
e
th
e
ab
ilit
y
to
r
ec
all
b
asic f
ac
ts
an
d
co
n
ce
p
ts
.
T
ea
ch
er
s
also
h
av
e
a
n
eg
ativ
e
attitu
d
e
to
war
d
test
co
n
s
tr
u
ctio
n
p
r
ac
tices,
w
h
ich
m
a
k
e
th
em
,
p
e
r
ce
iv
e
it
as
a
ted
io
u
s
task
to
u
n
d
e
r
tak
e
in
s
ch
o
o
ls
[
3
7
]
.
T
o
m
itig
ate
er
r
o
r
s
in
th
e
c
o
n
s
t
r
u
ctio
n
o
f
test
item
s
,
r
esear
ch
er
s
r
ec
o
m
m
en
d
s
ev
er
al
g
u
id
el
in
es
th
at
n
ee
d
to
b
e
o
b
s
er
v
ed
.
T
am
a
k
lo
e,
Atta,
an
d
Am
ed
ah
e
[
4
1
]
an
d
E
ts
ey
[
4
2
]
s
u
g
g
ested
an
eig
h
t
s
tep
s
ap
p
r
o
ac
h
to
th
e
co
n
s
tr
u
ct
io
n
o
f
test
item
s
.
T
h
e
test
d
ev
elo
p
e
r
s
h
o
u
ld
f
ir
s
t
d
e
f
in
e
t
h
e
p
u
r
p
o
s
e
o
f
th
e
test
;
d
eter
m
in
e
th
e
item
f
o
r
m
at
to
u
s
e;
d
eter
m
in
e
wh
at
is
to
b
e
test
ed
;
wr
i
te
th
e
in
d
iv
id
u
al
item
s
;
r
ev
ie
w
th
e
item
s
;
p
r
ep
ar
e
th
e
s
co
r
in
g
k
ey
;
wr
ite
d
ir
ec
tio
n
s
,
an
d
ev
alu
ate
th
e
test
.
Fro
m
th
e
p
er
s
p
ec
t
iv
e
o
f
Q
u
an
s
ah
an
d
Am
o
ak
o
[
3
8
]
,
th
e
co
n
s
tr
u
ctio
n
o
f
test
item
s
s
h
o
u
ld
f
o
llo
w
f
o
u
r
b
r
o
ad
c
ateg
o
r
izatio
n
s
th
u
s
p
lan
n
in
g
,
item
co
n
s
tr
u
ctio
n
,
r
ev
iew,
an
d
ass
em
b
lin
g
.
3
.
4
.
T
he
pla
n
nin
g
s
t
a
g
e
Dev
elo
p
in
g
a
g
o
o
d
test
is
lik
e
tar
g
et
s
h
o
o
tin
g
.
Hi
ttin
g
th
e
b
u
ll'
s
ey
e
r
eq
u
ir
es
m
u
ch
att
en
tio
n
an
d
p
lan
n
in
g
;
y
o
u
m
u
s
t
f
o
cu
s
o
n
th
e
tar
g
et,
s
elec
t
an
ap
p
r
o
p
r
ia
te
ar
r
o
w,
an
d
tak
e
ca
r
ef
u
l
ai
m
.
I
n
s
im
p
le
wo
r
d
s
,
d
ev
elo
p
in
g
a
g
o
o
d
test
r
e
q
u
ir
es
co
m
p
r
eh
en
s
iv
e
p
lan
n
in
g
.
T
h
e
p
lan
n
in
g
s
tag
e
p
r
o
v
id
es
a
s
y
s
tem
atic
fr
am
ewo
r
k
t
h
at
h
ig
h
lig
h
ts
m
ajo
r
ac
tiv
ities
th
at
em
p
h
asizes
test
s
ec
u
r
ity
an
d
q
u
ality
co
n
tr
o
l
p
r
o
ce
d
u
r
es
f
r
o
m
th
e
o
n
s
et
[
3
9
]
.
He
n
ce
,
t
h
e
p
lan
n
in
g
s
tag
e
is
v
er
y
cr
u
cial
an
d
s
h
o
u
ld
b
e
g
iv
en
th
e
n
ee
d
f
u
l
tim
e
an
d
atten
tio
n
.
T
ea
ch
er
s
s
h
o
u
l
d
n
o
t b
e
i
n
a
h
a
s
te
to
co
n
s
tr
u
ct
test
item
s
with
o
u
t
an
y
k
in
d
o
f
p
la
n
n
in
g
b
ec
a
u
s
e
f
o
r
co
n
s
tr
u
cted
test
item
s
to
r
elate
in
a
m
ea
n
in
g
f
u
l
f
ash
io
n
with
in
ten
d
e
d
le
ar
n
in
g
o
u
tco
m
es,
it
r
eq
u
ir
ed
e
x
ten
s
iv
e
p
lan
n
in
g
.
Acc
o
r
d
in
g
to
L
an
e
et
al.
[
40
]
,
t
h
e
f
u
n
d
a
m
en
tal
q
u
esti
o
n
s
to
b
e
ad
d
r
ess
ed
i
n
th
is
p
h
ase
ar
e:
W
h
at
is
th
e
co
n
s
tr
u
ct
to
b
e
m
ea
s
u
r
e
d
?
W
h
at
is
th
e
p
o
p
u
latio
n
f
o
r
w
h
ich
th
e
test
is
in
ten
d
ed
?
W
h
o
ar
e
th
e
test
u
s
er
s
an
d
wh
at
ar
e
th
e
in
ten
d
ed
in
t
er
p
r
etatio
n
s
an
d
u
s
es
o
f
test
s
co
r
es?
W
h
at
test
co
n
ten
t,
co
g
n
itiv
e
d
em
an
d
s
,
an
d
f
o
r
m
at
will
s
u
p
p
o
r
t
th
e
in
ten
d
ed
in
ter
p
r
etatio
n
s
an
d
u
s
es?
Fair
n
ess
s
h
o
u
ld
also
b
e
co
n
s
id
er
ed
in
th
e
o
v
er
all
test
p
lan
b
ec
au
s
e
it
is
a
f
u
n
d
a
m
en
tal
v
alid
ity
is
s
u
e
[
4
2
]
.
I
n
d
eter
m
in
in
g
th
e
p
u
r
p
o
s
e
o
f
th
e
test
,
a
test
ca
n
b
e
u
s
ed
to
s
er
v
e
s
ev
er
al
p
u
r
p
o
s
es,
s
u
ch
as
ju
d
g
in
g
t
h
e
m
aster
y
lev
el
o
f
in
te
n
d
ed
s
k
ills
an
d
k
n
o
wled
g
e,
m
ea
s
u
r
in
g
p
r
o
g
r
ess
o
v
er
tim
e,
d
iag
n
o
s
in
g
p
u
p
il
d
if
f
icu
ltie
s
an
d
m
is
co
n
ce
p
tio
n
s
ab
o
u
t
a
co
u
r
s
e
as
well
as
ascer
tain
in
g
th
e
ef
f
ec
tiv
e
n
ess
o
f
th
e
cu
r
r
ic
u
lu
m
[
2
9
]
.
Dec
is
io
n
s
o
n
th
e
c
o
n
s
tr
u
ct
d
o
m
ai
n
an
d
d
eg
r
ee
to
b
e
ass
es
s
ed
th
u
s
th
e
Kn
o
wled
g
e,
Sk
ills
,
an
d
Attitu
d
es
(
K
S
As),
ar
e
co
n
s
id
er
ed
wh
en
p
r
ep
ar
in
g
a
tab
le
o
f
s
p
ec
if
icatio
n
.
T
h
e
tab
le
o
f
s
p
ec
if
icatio
n
is
a
two
-
way
c
h
ar
t
wh
ich
m
a
p
s
in
s
tr
u
ctio
n
al
o
b
jectiv
es
with
th
e
co
u
r
s
e
o
r
s
u
b
ject
co
n
ten
t
s
[
4
3
]
.
I
t
h
elp
s
i
n
en
s
u
r
i
n
g
th
at
in
s
tr
u
ctio
n
al
o
b
jectiv
es
an
d
th
e
test
item
s
ar
e
co
n
g
r
u
en
t
wh
ich
in
cr
ea
s
es
th
e
lik
elih
o
o
d
o
f
o
b
tain
in
g
m
o
r
e
v
alid
test
s
co
r
es.
T
es
t
s
co
r
es
a
r
e
co
n
s
id
er
ed
to
b
e
v
alid
wh
en
th
er
e
is
en
o
u
g
h
ev
id
en
ce
to
s
u
p
p
o
r
t
th
eir
in
ter
p
r
etatio
n
s
an
d
u
s
e.
W
h
en
teac
h
er
s
en
s
u
r
e
th
at
th
er
e
is
a
m
ar
r
iag
e
b
etwe
en
w
h
at
is
tau
g
h
t
an
d
wh
at
is
b
ee
n
test
ed
,
it
h
elp
s
in
g
ath
e
r
in
g
v
alid
ity
ev
id
en
ce
b
ased
o
n
test
co
n
ten
t.
C
o
n
ten
t
v
alid
ity
i
s
th
e
d
eg
r
ee
to
wh
ich
test
i
tem
s
ar
e
co
n
s
id
er
ed
to
b
e
a
r
ep
r
esen
tativ
e
s
am
p
le
o
f
to
p
ics co
n
s
id
er
ed
d
u
r
in
g
th
e
i
n
s
tr
u
ctio
n
al
p
er
io
d
[
4
4
]
.
3
.
5
.
Co
ns
t
ruct
ing
a
t
a
ble o
f
s
pecif
ica
t
io
n
T
h
e
m
o
s
t
wid
ely
u
s
ed
m
eth
o
d
in
o
b
tain
in
g
v
alid
ity
b
ased
o
n
c
o
n
ten
t
ev
i
d
en
ce
i
s
th
r
o
u
g
h
th
e
co
n
s
tr
u
ctio
n
o
f
a
tab
le
o
f
s
p
ec
if
icatio
n
s
.
T
h
e
co
n
s
tr
u
cti
o
n
o
f
a
tab
le
o
f
s
p
ec
if
icatio
n
h
elp
s
in
i
m
p
r
o
v
in
g
th
e
d
eg
r
ee
o
f
d
o
m
ain
r
ep
r
ese
n
tatio
n
[
4
5
]
.
I
t
s
er
v
es
as
a
cr
u
cial
g
u
id
e
f
o
r
item
d
ev
elo
p
m
en
t
an
d
s
h
o
wca
s
es
th
e
lev
el
o
f
ed
u
ca
tio
n
al
d
o
m
ain
b
ee
n
ass
ess
ed
.
T
h
e
p
u
r
p
o
s
e
o
f
a
ta
b
le
o
f
s
p
ec
ific
a
tio
n
is
to
id
en
tify
th
e
ac
h
iev
em
en
t
d
o
m
ain
s
b
ei
n
g
m
ea
s
u
r
ed
an
d
to
e
n
s
u
r
e
t
h
at
a
f
air
an
d
r
ep
r
esen
tativ
e
s
am
p
le
o
f
q
u
esti
o
n
s
ap
p
ea
r
s
o
n
th
e
test
.
I
t
t
h
er
eb
y
p
r
o
v
id
es
th
e
lin
k
b
etwe
en
teac
h
in
g
an
d
test
in
g
[
4
6
]
.
Af
ter
c
o
n
s
id
er
in
g
,
th
e
to
tal
test
item
s
,
th
e
p
r
ep
ar
atio
n
o
f
a
s
p
ec
if
icatio
n
tab
le
h
elp
s
to
av
o
id
o
v
e
r
lap
p
in
g
in
th
e
co
n
s
tr
u
ctio
n
o
f
th
e
test
item
s
,
h
elp
s
to
d
eter
m
in
e
th
e
weig
h
tin
g
o
f
lear
n
in
g
o
u
tco
m
es
r
eg
ar
d
in
g
co
n
te
n
t
ar
ea
s
an
d
en
s
u
r
es
th
at
ju
s
tice
is
d
o
n
e
to
all
p
ar
ts
o
f
th
e
c
o
u
r
s
e.
Alth
o
u
g
h
a
tab
le
o
f
test
s
p
ec
if
icatio
n
s
is
n
o
g
u
ar
an
tee
th
at
th
e
er
r
o
r
s
in
test
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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es
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9
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1
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9
114
item
s
will
b
e
co
r
r
ec
ted
,
s
u
c
h
a
b
lu
ep
r
in
t
h
elp
im
p
r
o
v
e
th
e
co
n
ten
t
v
alid
ity
o
f
teac
h
er
-
m
ad
e
test
s
[
3
8
]
.
On
e
s
im
p
le
m
eth
o
d
to
g
o
ab
o
u
t
a
tab
le
o
f
s
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ec
if
icatio
n
i
s
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cr
ea
te
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tab
le
with
t
h
e
c
o
n
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t
a
r
ea
s
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n
g
th
e
s
id
e
with
th
e
d
o
m
ai
n
le
v
els
co
v
er
ed
b
y
th
e
test
o
n
th
e
to
p
.
E
ac
h
ce
ll
in
th
e
t
ab
le
co
r
r
esp
o
n
d
s
to
a
p
ar
ticu
lar
task
a
n
d
s
u
b
ject
c
o
n
te
n
t.
B
y
s
p
ec
if
y
in
g
th
e
n
u
m
b
er
o
f
test
item
s
y
o
u
wan
t
f
o
r
ea
ch
ce
ll,
y
o
u
ca
n
d
eter
m
in
e
h
o
w
m
u
ch
em
p
h
asis
to
g
iv
e
ea
ch
task
a
n
d
ea
ch
c
o
n
ten
t
a
r
ea
.
T
a
b
le
1
p
r
esen
ts
a
s
am
p
le
o
f
t
h
e
tab
le
o
f
th
e
test
s
p
ec
if
icatio
n
.
T
ab
le
1
.
T
a
b
le
o
f
test
s
p
ec
if
ic
atio
n
I
n
st
r
u
c
t
i
o
n
a
l
O
b
j
e
c
t
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ep
ar
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p
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cif
icatio
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,
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test
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th
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ca
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teac
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it/co
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ass
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d
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m
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ical
weig
h
tin
g
t
o
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ch
to
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ic;
d
ec
id
e
o
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h
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item
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o
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m
at;
d
ec
id
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th
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n
u
m
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er
o
f
item
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to
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co
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tr
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cted
f
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id
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th
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t
y
p
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q
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esti
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n
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th
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d
if
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er
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co
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itiv
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ass
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n
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m
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ical
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h
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tr
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cto
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m
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id
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h
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w
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elev
a
n
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th
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to
p
ic
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an
d
th
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v
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lu
m
e
o
f
its
co
n
ten
t
in
ter
m
s
o
f
teac
h
in
g
.
T
ab
le
2
p
r
esen
ts
a
d
ev
elo
p
e
d
s
am
p
le
o
f
a
test
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p
ec
if
icatio
n
tab
le.
T
ab
le
2
.
Sam
p
le
o
f
tab
le
o
f
test
s
p
ec
if
icatio
n
I
n
st
r
u
c
t
i
o
n
a
l
O
b
j
e
c
t
i
v
e
C
o
n
t
e
n
t
s
K
n
o
w
l
e
d
g
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(
2
5
%)
C
o
m
p
r
e
h
e
n
si
v
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(
1
0
%)
A
p
p
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c
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t
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(
2
5
%)
A
n
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l
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s
i
s
(
1
5
%)
S
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n
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h
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si
s
(
1
0
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Ev
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l
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a
t
i
o
n
(
1
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%)
To
t
a
l
W
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t
e
r
2
1
1
6
El
e
c
t
r
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c
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l
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n
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r
g
y
1
1
2
1
5
F
o
r
c
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& Pr
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r
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1
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M
a
c
h
i
n
e
s
2
3
1
1
1
8
To
t
a
l
5
2
5
3
2
3
20
T
ab
le
2
h
as
k
n
o
wled
g
e
2
5
%,
co
m
p
r
eh
e
n
s
io
n
1
0
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p
p
licatio
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2
5
%,
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aly
s
is
1
5
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n
t
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esis
1
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an
d
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v
alu
atio
n
1
5
%.
T
h
e
m
o
m
en
t
in
s
tr
u
ctio
n
al
o
b
jectiv
es
h
av
e
b
e
en
id
en
tifie
d
,
a
test
b
l
u
ep
r
in
t
is
d
ev
elo
p
ed
lin
k
in
g
b
o
th
th
e
co
n
te
n
t
an
d
b
eh
av
io
r
al
o
b
jectiv
es
as
s
h
o
w
n
in
th
e
ta
b
le
ab
o
v
e.
A
tab
le
o
f
s
p
ec
if
icatio
n
s
o
f
th
is
k
in
d
h
elp
s
to
e
n
s
u
r
e
th
at
t
h
e
test
h
as c
o
n
ten
t v
alid
ity
i
n
t
er
m
s
o
f
co
v
er
in
g
al
l th
e
o
b
ject
iv
es o
f
in
s
tr
u
ctio
n
.
3
.
6
.
Dec
idi
ng
o
n it
em
f
o
r
ma
t
T
h
e
d
ec
is
io
n
o
n
t
h
e
id
ea
l
item
f
o
r
m
at
to
u
s
ed
is
in
f
lu
e
n
ce
d
b
y
s
ev
er
al
f
ac
to
r
s
.
Am
o
n
g
th
e
m
in
clu
d
e
th
e
p
u
r
p
o
s
e
o
f
th
e
test
,
co
n
ten
t
co
v
er
ag
e,
ea
s
e
o
f
s
co
r
in
g
,
th
e
n
u
m
b
er
o
f
s
tu
d
en
ts
to
b
e
test
ed
,
th
e
s
k
ills
to
b
e
test
ed
,
th
e
d
if
f
icu
lty
lev
el
d
esire
d
,
th
e
p
h
y
s
ical
f
ac
ilit
ies
av
ailab
le
f
o
r
r
ep
r
o
d
u
cin
g
th
e
test
,
th
e
ag
e
o
f
th
e
s
tu
d
en
ts
an
d
th
e
teac
h
er
'
s
s
k
ill
in
wr
it
i
n
g
th
e
d
if
f
er
en
t
ty
p
es
o
f
item
s
[
3
8
]
.
T
h
e
m
o
s
t
r
ec
o
g
n
ized
item
f
o
r
m
at
in
class
r
o
o
m
ac
h
iev
e
m
en
t
test
in
g
is
th
e
ess
ay
an
d
th
e
o
b
jectiv
e
ty
p
es
.
M
os
t
teac
h
er
s
in
C
o
lleg
es
o
f
E
d
u
ca
tio
n
o
f
ten
u
s
e
o
b
jectiv
e
ty
p
e
test
s
in
ass
ess
in
g
s
tu
d
en
ts
[
4
7
]
.
H
o
wev
e
r
,
E
ts
ey
[
4
2
]
a
v
er
s
th
at
it
is
s
o
m
etim
es
n
ec
ess
ar
y
to
u
s
e
m
o
r
e
th
an
o
n
e
item
f
o
r
m
at
in
a
s
in
g
le
test
.
T
h
e
r
atio
n
ale
h
as
b
ee
n
th
at
ce
r
tain
item
f
o
r
m
ats
ar
e
m
o
r
e
s
u
itab
l
e
th
an
o
th
e
r
s
in
m
ea
s
u
r
in
g
s
p
ec
if
ic
lear
n
in
g
o
u
tco
m
es.
Fo
r
ex
am
p
le,
a
n
ess
ay
q
u
esti
o
n
will
allo
w
a
s
tu
d
en
t
to
d
em
o
n
s
tr
ate
in
-
d
e
p
th
k
n
o
wled
g
e
an
d
m
ea
s
u
r
e
o
u
tco
m
es
s
u
ch
as
cr
itical
wr
itin
g
.
On
th
e
o
th
er
h
an
d
,
ess
ay
q
u
esti
o
n
s
ar
e
r
elativ
ely
m
o
r
e
t
im
e
c
o
n
s
u
m
in
g
to
s
co
r
e
an
d
d
if
f
icu
lt
t
o
co
n
tr
o
l
s
u
b
jectiv
ity
h
en
ce
g
r
e
ater
ef
f
o
r
ts
ar
e
n
ee
d
ed
to
en
s
u
r
e
in
ter
-
s
co
r
e
r
an
d
i
n
tr
a
-
s
co
r
er
r
eliab
ilit
y
[
4
8
]
.
I
n
s
u
m
m
a
r
y
,
w
h
en
p
lan
n
in
g
a
n
ac
h
iev
em
en
t
test
,
a
teac
h
er
h
as
to
co
n
s
id
er
th
e
f
ea
s
ib
ilit
y
o
f
a
s
p
ec
if
ic
ite
m
f
o
r
m
at
tak
in
g
in
to
c
o
n
s
id
er
ati
o
n
th
e
s
u
r
r
o
u
n
d
in
g
p
r
ac
tical
c
o
n
s
tr
ain
ts
.
3
.
7
.
I
t
em
co
ns
t
ruct
io
n sta
g
e
T
h
e
p
r
o
ce
s
s
o
f
d
e
v
elo
p
in
g
w
ell
-
cr
af
ted
item
s
is
in
d
ee
d
a
co
m
p
lex
task
.
A
g
r
ea
t
d
ea
l
o
f
d
ec
is
io
n
n
ee
d
s
to
b
e
m
ad
e
to
i
n
cr
ea
s
e
th
e
lik
elih
o
o
d
o
f
m
ee
tin
g
t
h
e
cr
iter
ia
o
f
a
g
o
o
d
test
.
T
h
e
test
d
ev
elo
p
e
r
h
as
th
e
r
esp
o
n
s
ib
ilit
y
o
f
d
e
v
elo
p
in
g
test
item
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th
at
m
ea
s
u
r
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th
e
i
n
ten
d
ed
c
o
n
s
tr
u
ct.
T
h
o
u
g
h
ex
p
er
ts
in
ed
u
ca
tio
n
al
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
Tes
t,
mea
s
u
r
eme
n
t,
a
n
d
ev
a
lu
a
tio
n
:
Un
d
ers
ta
n
d
in
g
a
n
d
u
s
e
o
f th
e
co
n
ce
p
ts
in
ed
u
c
a
tio
n
(
Dick
s
o
n
A
d
o
m
)
115
m
ea
s
u
r
em
en
t
o
v
er
th
e
y
ea
r
s
h
av
e
d
e
v
elo
p
ed
b
asic
p
r
in
cip
le
s
an
d
s
u
g
g
ested
g
u
id
elin
es
th
at
n
ee
d
to
a
d
h
er
e
to
wh
en
co
n
s
tr
u
ctin
g
test
item
s
f
o
r
teac
h
er
-
m
a
d
e
test
s
[
3
5
,
4
0
,
]
,
ef
f
ec
tiv
e
item
wr
itin
g
h
as
b
ec
o
m
e
a
s
k
ill
th
at
m
u
s
t
b
e
lear
n
ed
a
n
d
p
r
ac
tice
d
b
y
tes
t
d
ev
elo
p
er
s
[
3
9
]
.
M
o
s
t
n
o
v
ice
teac
h
er
s
(
item
wr
iter
s
)
cr
ea
te
f
lawe
d
item
s
th
at
m
ea
s
u
r
e
th
e
ab
ili
ty
to
r
ec
all
b
asic
f
ac
ts
an
d
co
n
c
ep
ts
[
3
9
]
.
Sin
ce
test
item
s
ar
e
th
e
b
u
ild
in
g
b
lo
c
k
f
o
r
all
test
s
,
th
e
m
eth
o
d
s
an
d
p
r
o
ce
d
u
r
es
u
s
ed
to
p
r
o
d
u
ce
ef
f
ec
tiv
e
item
s
ar
e
a
m
ajo
r
s
o
u
r
ce
o
f
co
n
ce
r
n
wh
en
d
eter
m
in
in
g
t
h
e
p
s
y
ch
o
m
etr
i
c
p
r
o
p
e
r
ties
o
f
a
test
.
T
h
e
p
r
o
ce
s
s
o
f
wr
itin
g
g
o
o
d
test
item
s
is
n
o
t
s
im
p
le.
I
t
r
eq
u
ir
es
tim
e
an
d
ef
f
o
r
t
[
3
8
]
.
T
h
er
ef
o
r
e,
teac
h
e
r
s
m
u
s
t
s
tr
iv
e
to
m
atch
test
item
s
to
th
e
d
esire
d
in
s
tr
u
ctio
n
al
o
u
tco
m
e.
R
eg
ar
d
less
o
f
t
h
e
i
tem
f
o
r
m
at
u
s
ed
,
th
er
e
ar
e
b
asic
p
r
in
cip
les
th
at
n
ee
d
to
b
e
ad
h
er
e
d
to
wh
en
co
n
s
tr
u
ctin
g
tes
t item
s
[
3
5
]
.
Me
h
r
en
s
an
d
L
e
h
m
an
n
[
3
9
]
a
n
d
E
ts
ey
[
3
5
]
s
u
g
g
ested
th
e
f
o
llo
win
g
g
u
id
elin
es:
-
T
h
e
tab
le
o
f
s
p
ec
if
icatio
n
s
m
u
s
t c
o
n
tin
u
ally
b
e
r
ef
er
r
e
d
to
w
h
en
wr
itin
g
test
item
s
.
-
T
h
e
test
item
s
m
u
s
t b
e
r
elate
d
to
an
d
m
atc
h
th
e
in
s
tr
u
ctio
n
al
o
b
jectiv
es.
-
W
ell
-
d
ef
in
ed
item
s
th
at
ar
e
n
o
t v
ag
u
e
a
n
d
am
b
ig
u
o
u
s
m
u
s
t b
e
f
o
r
m
u
lated
.
-
Gr
am
m
ar
an
d
s
p
ellin
g
er
r
o
r
s
m
u
s
t b
e
ch
ec
k
e
d
.
-
T
ex
tb
o
o
k
o
r
s
ter
eo
ty
p
ed
lan
g
u
ag
e
m
u
s
t b
e
av
o
id
ed
.
-
E
x
ce
s
s
iv
e
v
er
b
iag
e
a
n
d
co
m
p
l
ex
s
en
ten
ce
s
m
u
s
t b
e
av
o
id
ed
-
T
h
e
t
est item
s
m
u
s
t b
e
b
ased
o
n
in
f
o
r
m
atio
n
th
at
s
tu
d
e
n
ts
s
h
o
u
ld
k
n
o
w.
-
Mo
r
e
item
s
th
an
a
r
e
ac
tu
ally
n
ee
d
ed
in
th
e
test
m
u
s
t
b
e
p
r
ep
ar
e
d
in
t
h
e
in
itial
d
r
a
f
t.
Me
h
r
en
s
an
d
L
eh
m
an
n
[
3
9
]
s
u
g
g
ested
th
at
t
h
e
in
itial n
u
m
b
e
r
o
f
item
s
s
h
o
u
ld
b
e
2
5
% m
o
r
e
.
-
T
h
e
item
s
an
d
th
e
s
co
r
in
g
k
ey
s
m
u
s
t b
e
wr
itten
as e
ar
ly
as p
o
s
s
ib
le
af
ter
th
e
m
ater
ial
h
as b
ee
n
tau
g
h
t.
-
T
h
e
test
item
s
m
u
s
t
b
e
wr
itte
n
in
ad
v
an
ce
(
at
least
two
wee
k
s
)
o
f
th
e
test
in
g
d
ate
to
p
er
m
it
r
ev
iews
an
d
ed
itin
g
.
Ad
h
er
in
g
to
th
ese
r
ec
o
m
m
e
n
d
ed
p
r
i
n
cip
les
will
en
h
a
n
ce
th
e
v
alid
ity
a
n
d
r
eliab
ilit
y
o
f
test
s
co
r
es
b
y
m
in
im
izin
g
er
r
o
r
s
.
3
.
8
.
I
t
em
re
v
iew
s
t
a
g
e
Af
ter
th
e
item
s
h
av
e
b
ee
n
wr
itten
,
th
e
n
ex
t
s
tag
e
is
to
e
v
alu
ate
th
em
.
At
th
is
s
tag
e,
E
ts
ey
[
3
5
]
s
u
g
g
est
s
th
at
th
e
item
s
m
u
s
t
b
e
cr
itically
ex
am
in
ed
at
least
a
wee
k
af
ter
wr
itin
g
t
h
em
.
T
h
e
ev
alu
atio
n
o
f
wr
itten
item
s
ca
n
also
b
e
d
o
n
e
b
y
allo
win
g
f
ello
w
teac
h
er
s
o
r
co
lleag
u
es
in
th
e
s
am
e
s
u
b
ject
ar
ea
to
r
ev
iew
th
e
test
item
s
.
T
h
e
ev
alu
atio
n
o
f
test
item
s
ca
n
a
ls
o
b
e
d
o
n
e
s
tatis
t
ically
.
T
h
e
s
tatis
t
ic
ap
p
r
o
ac
h
in
v
o
lv
es u
s
in
g
s
tatis
t
ical
an
aly
s
is
to
d
eter
m
in
e
h
o
w
g
o
o
d
an
item
is
in
ter
m
s
o
f
d
if
f
icu
lty
,
h
o
w
it
d
is
cr
im
in
ates
am
o
n
g
test
tak
er
s
an
d
th
e
s
tr
en
g
t
h
o
f
its
d
is
tr
ac
to
r
s
.
I
tem
an
aly
s
is
is
o
n
e
s
tatis
tical
an
al
y
s
i
s
o
f
ten
u
s
ed
in
ev
alu
atin
g
test
item
s
.
I
t
r
ef
er
s
to
th
e
p
r
o
ce
s
s
o
f
co
llectin
g
,
s
u
m
m
ar
izin
g
a
n
d
u
s
in
g
in
f
o
r
m
atio
n
f
r
o
m
s
tu
d
en
ts
'
r
esp
o
n
s
es
to
d
ec
id
e
o
n
ea
ch
ass
es
s
m
en
t
ta
s
k
o
r
item
[
4
9
]
.
T
o
d
o
th
is
,
th
e
cr
af
ted
test
item
s
af
ter
a
s
er
ies
o
f
r
ev
iew
an
d
ed
i
tin
g
is
g
iv
en
o
u
t
to
a
r
e
p
r
e
s
en
tativ
e
s
am
p
le
o
f
s
tu
d
en
ts
wh
o
p
o
s
s
ess
s
im
ilar
ch
ar
ac
ter
is
tics
to
th
e
in
ten
d
ed
test
tak
er
s
f
o
r
th
em
to
r
esp
o
n
d
to
ea
ch
test
item
s
,
to
h
elp
j
u
d
g
e
th
e
q
u
ality
o
f
th
e
item
.
T
h
e
p
u
r
p
o
s
e
is
to
d
eter
m
in
e
if
item
s
f
u
n
ctio
n
as
in
ten
d
;
d
if
f
ic
u
lty
lev
el
an
d
h
o
w
d
is
tr
ac
to
r
s
o
f
ea
c
h
item
f
u
n
ctio
n
.
I
t
s
h
o
u
ld
b
e
n
o
ted
th
at
th
e
u
s
e
o
f
s
tatis
tic
al
item
d
if
f
icu
lty
o
r
item
d
if
f
icu
lty
in
d
ex
es
b
y
th
e
class
r
o
o
m
teac
h
er
s
ee
m
s
im
p
r
ac
ticab
le
to
a
lar
g
e
ex
ten
t
[
4
0
,
5
0]
.
T
h
is
is
b
ec
au
s
e
s
tatis
tical
item
d
if
f
icu
lty
d
ata
a
r
e
alwa
y
s
g
ath
er
e
d
af
ter
test
ad
m
in
is
tr
atio
n
o
r
test
tr
y
-
o
u
ts
an
d
teac
h
er
-
m
a
d
e
test
item
s
ar
e
u
s
u
ally
n
o
t
p
r
e
-
test
ed
.
Ho
wev
er
,
Me
h
r
en
s
an
d
L
eh
m
an
n
[
3
9
]
r
ec
o
m
m
en
d
ed
th
at
s
u
b
jecti
v
e
ju
d
g
em
e
n
t
m
u
s
t
b
e
r
elie
d
o
n
to
d
eter
m
in
e
th
e
d
if
f
ic
u
lty
l
ev
el
o
f
item
s
.
T
h
is
co
u
ld
b
e
d
o
n
e
b
y
ca
teg
o
r
izin
g
th
e
test
item
s
as
d
if
f
icu
lt,
av
er
ag
e
o
r
ea
s
y
.
I
n
b
r
ief
,
th
e
item
r
ev
iew
s
tag
e
s
er
v
es
th
e
p
u
r
p
o
s
e
o
f
r
e
m
o
v
in
g
o
r
r
ewo
r
d
i
n
g
p
o
o
r
ly
co
n
s
tr
u
cted
item
s
,
ch
ec
k
in
g
f
o
r
tec
h
n
ical
er
r
o
r
s
an
d
ir
r
elev
an
t
clu
es.
Af
ter
r
ev
iews
an
d
ed
itin
g
,
th
e
te
s
t
item
s
ca
n
n
o
w
b
e
ass
em
b
led
.
3
.
9
.
Ass
em
b
ling
s
t
a
g
e
Af
ter
th
e
ev
alu
atio
n
o
f
c
r
af
te
d
test
item
s
b
y
co
n
s
id
er
in
g
b
o
th
s
tatis
tical
an
d
g
r
am
m
ati
ca
l
er
r
o
r
s
,
th
e
ap
p
r
o
v
e
d
test
item
s
ar
e
ass
em
b
led
an
d
p
r
ep
ar
ed
f
o
r
ad
m
in
is
tr
atio
n
.
I
n
ass
em
b
lin
g
test
item
s
,
th
e
f
o
llo
win
g
p
o
in
ts
m
u
s
t b
e
c
o
n
s
id
er
ed
[
3
5
,
3
8
,
4
0
]
:
-
T
h
e
item
s
s
h
o
u
ld
b
e
ar
r
an
g
ed
in
s
ec
tio
n
s
b
y
item
f
o
r
m
ats.
-
T
h
e
item
s
m
u
s
t b
e
s
p
ac
ed
a
n
d
n
u
m
b
er
e
d
co
n
s
ec
u
tiv
ely
s
o
th
at
th
ey
ca
n
ea
s
ily
b
e
r
ea
d
.
-
A
d
ef
in
ite
r
esp
o
n
s
e
p
atter
n
to
th
e
co
r
r
ec
t a
n
s
wer
m
u
s
t b
e
av
o
id
ed
.
-
W
ith
in
ea
ch
s
ec
tio
n
o
r
f
o
r
m
at,
th
e
item
s
m
u
s
t b
e
ar
r
a
n
g
ed
i
n
o
r
d
er
o
f
in
c
r
ea
s
in
g
d
if
f
icu
lty
.
On
e
way
o
f
ac
h
iev
in
g
th
is
is
t
o
g
r
o
u
p
item
s
in
ea
ch
f
o
r
m
at
ac
co
r
d
in
g
t
o
th
e
in
s
tr
u
ctio
n
al
o
b
jectiv
es
b
ein
g
m
ea
s
u
r
ed
a
n
d
m
a
k
e
s
u
r
e
th
at
th
ey
p
r
o
g
r
ess
f
r
o
m
s
im
p
le
to
co
m
p
lex
.
T
h
e
ca
teg
o
r
iz
atio
n
o
f
test
item
s
ac
co
r
d
in
g
t
o
to
p
ics
h
as
th
e
ad
v
an
tag
e
o
f
h
elp
in
g
th
e
teac
h
e
r
to
ascer
tain
wh
ich
lear
n
in
g
ac
tiv
ities
ap
p
ea
r
to
b
e
m
o
s
t
r
ea
d
ily
u
n
d
er
s
to
o
d
b
y
s
tu
d
en
ts
,
th
o
s
e
th
at
ar
e
l
ea
s
t
u
n
d
er
s
to
o
d
an
d
th
o
s
e
th
at
s
tu
d
en
ts
h
av
e
a
m
is
co
n
ce
p
t
io
n
o
n
[
3
8
]
.
E
x
p
er
ts
in
ed
u
ca
tio
n
al
m
ea
s
u
r
em
en
t
an
d
ev
alu
atio
n
r
ec
o
m
m
en
d
th
at
test
item
s
o
f
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
.
1
,
Ma
r
ch
2
0
2
0
:
1
0
9
-
1
1
9
116
len
g
th
y
o
r
tim
ed
test
s
s
h
o
u
ld
p
r
o
g
r
ess
f
r
o
m
th
e
ea
s
y
to
th
e
d
if
f
icu
lt,
if
f
o
r
n
o
o
th
e
r
r
ea
s
o
n
th
an
to
in
s
t
ill
co
n
f
id
en
ce
in
th
e
e
x
am
in
ee
,
e
s
p
ec
ially
at
th
e
b
eg
in
n
in
g
[
3
5
,
3
8
]
.
3
.
1
0
.
B
a
d pra
ct
ices in t
est
it
em
co
ns
t
ruct
io
n in e
d
uca
t
io
na
l ins
t
it
utio
ns
in G
ha
na
On
e
co
r
e
r
esp
o
n
s
ib
ilit
y
o
f
th
e
class
r
o
o
m
teac
h
er
o
r
an
i
n
s
tr
u
cto
r
is
to
d
eter
m
i
n
e
th
e
e
x
ten
t
to
wh
ic
h
lear
n
i
n
g
o
u
tco
m
es
h
av
e
b
ee
n
ac
h
iev
ed
.
Fo
r
o
n
e
to
ef
f
ec
tiv
el
y
q
u
an
tify
th
e
attain
ed
i
n
s
tr
u
ctio
n
al
o
b
jectiv
es
o
n
th
e
p
ar
t
o
f
th
e
lear
n
er
,
co
m
p
eten
cy
in
test
co
n
s
tr
u
ctio
n
ca
n
n
o
t
b
e
o
v
er
lo
o
k
ed
.
T
h
e
co
m
p
eten
cy
in
test
co
n
s
tr
u
ctio
n
is
c
r
u
cial
f
o
r
e
f
f
ec
tiv
e
ev
alu
atio
n
o
f
lear
n
in
g
an
d
in
s
tr
u
ctio
n
al
o
b
jectiv
es
[
3
7
]
.
Un
f
o
r
t
u
n
ately
,
s
ch
o
lar
s
h
av
e
ar
g
u
ed
th
at
t
est
co
n
s
tr
u
ctio
n
p
r
ac
tices
am
o
n
g
teac
h
er
s
in
Gh
an
a,
i
s
n
o
t
en
co
u
r
ag
in
g
[
2
6
,
3
5
,
4
0
,
5
1
]
.
T
h
e
im
p
lica
tio
n
is
th
at
teac
h
er
s
m
ay
en
d
u
p
tak
in
g
in
ac
cu
r
ate
in
f
o
r
m
atio
n
ab
o
u
t
s
tu
d
en
t
lear
n
in
g
wh
ich
m
ay
b
e
m
is
lead
in
g
.
W
h
en
test
item
s
ar
e
p
o
o
r
ly
cr
af
ted
in
th
e
s
en
s
e
th
at
it
d
o
es
n
o
t
ac
cu
r
ately
m
ea
s
u
r
e
th
e
in
ten
d
e
d
lear
n
in
g
o
u
tco
m
es
a
n
d
is
n
o
t
alig
n
ed
to
teac
h
in
g
ac
tiv
ities
,
it
p
o
s
s
ess
es
a
g
r
ea
t
ch
allen
g
e
as
s
tu
d
en
ts
'
ac
h
iev
em
en
t
s
co
r
es
ar
e
lik
ely
r
ep
o
r
ted
with
er
r
o
r
s
.
C
h
allen
g
es
in
te
s
tin
g
p
r
ac
tices
h
av
e
b
ee
n
an
is
s
u
e
ac
r
o
s
s
co
u
n
tr
i
es
o
f
wh
ich
Gh
an
a
is
n
o
t
ex
em
p
ted
.
In
G
h
an
a,
Am
ed
a
h
e
[
5
1
]
in
a
s
tu
d
y
o
f
th
e
ass
ess
m
en
t
p
r
ac
tices
o
f
s
e
co
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
i
n
1
8
s
ec
o
n
d
ar
y
s
ch
o
o
ls
in
th
e
C
en
tr
al
R
eg
io
n
f
o
u
n
d
th
at
teac
h
er
s
lack
ed
th
e
s
k
ills
an
d
p
r
in
ci
p
les
o
f
test
co
n
s
t
r
u
ctio
n
.
Hen
c
e,
th
eir
p
r
o
f
icien
cy
in
ass
ess
m
en
t
p
r
ac
tices
was
n
o
t
a
d
eq
u
ate
t
o
m
ee
t
class
r
o
o
m
n
ee
d
s
.
T
h
e
s
tu
d
y
r
ev
ea
led
th
at
test
ite
m
s
co
n
s
tr
u
cted
b
y
t
ea
ch
er
s
wer
e
p
r
o
n
e
to
er
r
o
r
a
n
d
m
o
s
tly
m
ea
s
u
r
es
th
e
k
n
o
wled
g
e
lev
el
o
f
co
g
n
itiv
e
p
r
o
ce
s
s
es.
Fo
r
in
s
tan
ce
,
wh
er
e
test
item
s
s
o
lely
f
o
cu
s
o
n
r
ec
all,
it
en
co
u
r
ag
es
s
tu
d
e
n
ts
to
en
g
ag
e
in
r
o
te
lear
n
in
g
.
I
n
a
s
im
ilar
v
ein
,
An
y
wh
er
e
[
5
2
]
also
r
ev
ea
led
t
h
at
teac
h
e
r
tr
ain
in
g
co
lleg
e
t
u
to
r
s
d
o
n
o
t
f
o
llo
w
t
h
e
b
asic
p
r
i
n
cip
le
o
f
test
in
g
in
th
e
co
n
s
tr
u
ctio
n
o
f
teac
h
er
-
m
ad
e
test
s
o
r
class
r
o
o
m
tes
ts
an
d
th
at
th
ey
p
er
ce
iv
e
d
th
e
m
an
ag
em
e
n
t
o
f
ass
es
s
m
en
t
in
th
e
co
lleg
es
a
s
a
wo
r
k
lo
ad
to
th
eir
teac
h
in
g
ac
tiv
ities
.
W
h
en
teac
h
e
r
s
h
av
e
s
u
ch
n
eg
ativ
e
p
er
ce
p
tio
n
s
,
t
h
ey
a
r
e
lik
ely
to
co
n
s
id
er
test
co
n
s
tr
u
ctio
n
as
a
m
ajo
r
s
o
u
r
ce
o
f
an
x
iety
.
An
y
wh
er
e
f
u
r
th
er
id
en
tifie
d
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
test
co
n
s
tr
u
ctio
n
,
p
r
ac
tices
b
etwe
en
teac
h
er
s
co
n
ce
r
n
in
g
th
eir
teac
h
in
g
ex
p
er
ien
ce
.
On
t
h
e
o
t
h
er
h
an
d
,
Qu
aig
r
ai
n
[
5
3
]
f
o
u
n
d
o
u
t
th
at
th
e
m
ajo
r
ity
o
f
teac
h
er
s
d
o
p
lan
n
i
n
g
wh
e
n
co
n
s
tr
u
ctin
g
ess
ay
-
ty
p
e
test
s
.
Ho
wev
er
,
teac
h
e
r
s
d
id
n
o
t
co
m
p
r
eh
e
n
s
iv
ely
ad
h
er
e
to
th
e
b
asic
p
r
escr
ib
e
d
p
r
in
cip
les
in
class
r
o
o
m
test
c
o
n
s
tr
u
ctio
n
.
He
f
u
r
th
e
r
s
u
g
g
e
s
ted
t
h
at
m
o
s
t
teac
h
er
s
d
o
n
o
t
r
ev
iew
co
n
s
tr
u
cted
item
s
.
Hen
ce
,
th
e
m
ajo
r
ity
o
f
th
e
item
s
lo
o
k
am
b
ig
u
o
u
s
.
A
test
item
is
co
n
s
id
er
ed
to
b
e
am
b
ig
u
o
u
s
wh
en
a
s
tatem
en
t
o
r
wo
r
d
h
as
two
o
r
m
o
r
e
m
ea
n
in
g
s
.
Fo
r
ex
am
p
le,
in
ess
ay
test
s
,
wo
r
d
s
s
u
ch
a
s
d
is
cu
s
s
o
r
ex
p
lain
m
ay
b
e
am
b
ig
u
o
u
s
in
th
at
d
if
f
er
en
t
s
tu
d
en
ts
m
a
y
in
ter
p
r
et
t
h
ese
wo
r
d
s
d
if
f
er
en
tly
.
T
h
e
a
m
b
ig
u
o
u
s
q
u
esti
o
n
h
as
th
e
p
o
s
s
ib
ilit
y
o
f
af
f
ec
tin
g
th
e
r
eliab
ilit
y
o
f
a
test
.
T
h
e
u
s
e
o
f
e
x
ce
s
s
iv
e
wo
r
d
i
n
g
c
o
n
tr
ib
u
tes
to
d
if
f
icu
lty
in
teac
h
er
-
m
ad
e
test
s
.
T
o
o
o
f
t
en
te
ac
h
er
s
th
in
k
th
at
th
e
m
o
r
e
wo
r
d
in
g
th
er
e
is
in
a
q
u
esti
o
n
,
th
e
clea
r
er
it
will
b
e
to
th
e
s
tu
d
en
t.
T
h
is
d
o
es
n
o
t
alwa
y
s
h
ap
p
en
.
T
h
e
m
o
r
e
p
r
ec
is
e
an
d
clea
r
-
cu
t
th
e
w
o
r
d
in
g
,
th
e
g
r
ea
ter
th
e
p
r
o
b
ab
ilit
y
th
at
t
h
e
s
tu
d
e
n
t
will
n
o
t
b
e
d
is
o
r
g
a
n
ized
.
Sas
u
[
5
4
]
in
th
e
s
tu
d
y
o
f
ass
ess
m
en
t
p
r
ac
tices
o
f
b
asic
s
ch
o
o
l
teac
h
er
s
in
T
E
N
J
u
n
io
r
Hig
h
Sch
o
o
ls
in
th
e
C
en
tr
al
R
eg
io
n
f
o
u
n
d
th
at
teac
h
e
r
s
d
id
n
o
t
co
n
s
id
er
th
e
m
ea
n
in
g
o
f
wo
r
d
s
ag
ain
s
t
d
if
f
er
en
t
eth
n
ic
b
ac
k
g
r
o
u
n
d
s
o
f
th
eir
s
tu
d
en
ts
wh
en
co
n
s
tr
u
ctin
g
test
item
s
.
W
h
en
teac
h
er
s
f
ail
to
co
n
s
id
er
th
e
m
ea
n
in
g
o
f
wo
r
d
s
ag
ain
s
t
th
e
d
if
f
er
en
t
eth
n
ic
b
ac
k
g
r
o
u
n
d
s
,
th
e
in
ter
p
r
etatio
n
m
ad
e
f
r
o
m
t
h
e
test
m
ay
lead
to
f
a
u
lty
co
n
clu
s
io
n
s
[
5
5
]
.
T
h
e
p
o
s
s
ib
le
ca
u
s
e
o
f
teac
h
e
r
s
n
o
t
co
n
s
id
er
in
g
th
e
m
ea
n
in
g
o
f
w
o
r
d
s
ag
ain
s
t
th
e
eth
n
ic
b
ac
k
g
r
o
u
n
d
o
f
s
tu
d
en
ts
m
ay
b
e
as
a
r
esu
lt
o
f
th
e
lim
ited
tim
e
an
d
ex
ce
s
s
iv
e
wo
r
k
lo
ad
o
n
teac
h
e
r
s
,
wh
ich
m
a
y
lead
t
h
em
to
g
iv
e
less
atten
tio
n
to
t
h
e
wo
r
d
in
g
o
f
test
item
s
with
litt
le
co
n
s
id
er
atio
n
to
s
tu
d
en
ts
'
eth
n
ic
b
ac
k
g
r
o
u
n
d
.
I
t
c
o
u
ld
also
b
e
th
at
teac
h
e
r
s
d
o
n
o
t
c
o
n
s
id
er
th
e
ev
alu
atio
n
o
f
test
item
s
.
T
h
e
s
tu
d
y
f
u
r
th
e
r
r
ev
ea
led
th
at
teac
h
er
s
o
f
ten
ask
ed
co
lleag
u
es
wh
o
ar
e
n
o
t
in
th
e
s
u
b
ject
ar
ea
to
h
elp
th
em
co
n
s
tr
u
ct
test
item
s
.
T
h
is
at
t
itu
d
e
m
ig
h
t
h
av
e
a
g
r
ea
t
d
ea
l
o
f
im
p
licatio
n
o
n
th
e
v
alid
ity
o
f
test
r
esu
lts
.
T
h
is
is
b
ec
au
s
e
a
test
co
n
s
tr
u
cted
b
y
s
u
ch
a
teac
h
er
m
ig
h
t
n
o
t
ap
p
r
o
p
r
iatel
y
m
ea
s
u
r
e
th
e
r
ea
l
ac
h
iev
em
en
t
o
f
th
e
s
tu
d
e
n
ts
s
in
ce
th
e
te
s
t
item
s
ar
e
lik
ely
n
o
t
to
co
v
er
th
e
co
n
ten
t
an
d
th
in
k
in
g
p
r
o
ce
s
s
es r
eq
u
ir
e
d
.
Mo
r
eo
v
er
,
th
e
C
u
r
r
icu
l
u
m
R
esea
r
ch
an
d
Dev
elo
p
m
en
t
Div
is
io
n
[
5
6
]
s
tu
d
ied
s
tu
d
en
t
a
s
s
es
s
m
en
t
p
r
o
ce
d
u
r
es
in
J
u
n
io
r
Seco
n
d
a
r
y
Sch
o
o
ls
ac
r
o
s
s
1
1
d
is
tr
icts
in
th
e
co
u
n
tr
y
an
d
f
o
u
n
d
th
at
teac
h
er
s
d
id
n
o
t
h
av
e
ad
eq
u
ate
tr
ain
i
n
g
in
th
e
m
an
ag
em
en
t
o
f
ass
ess
m
en
t
p
r
ac
tices.
T
h
is
lim
i
tatio
n
in
s
k
il
ls
was
d
u
e
to
th
eir
in
ab
ilit
y
to
r
ec
eiv
e
t
r
ain
in
g
i
n
ass
es
s
m
en
t
p
r
ac
tices.
I
t
was
r
ep
o
r
ted
th
at
th
e
m
ajo
r
ity
o
f
th
e
teac
h
er
s
wer
e
n
o
t
co
n
f
id
en
t
en
o
u
g
h
wh
en
it
co
m
es
to
th
e
ass
e
s
s
m
en
t
o
f
s
tu
d
en
ts
'
ac
h
iev
em
en
t
h
en
ce
,
r
e
p
licatin
g
ass
ess
m
en
t
p
r
ac
tices
th
ey
e
x
p
er
ien
c
e
wh
e
n
th
ey
wer
e
s
tu
d
e
n
ts
.
C
o
n
v
e
r
s
ely
,
Qu
an
s
ah
a
n
d
Am
o
ak
o
[
3
7
]
f
o
u
n
d
t
h
at
SHS
teac
h
er
s
in
th
e
C
ap
e
C
o
ast
Me
tr
o
p
o
lis
ir
r
esp
ec
tiv
e
o
f
th
eir
k
n
o
wled
g
e
in
class
r
o
o
m
ass
es
s
m
en
t
h
av
e
a
n
eg
ativ
e
attitu
d
e
to
war
d
s
te
s
t
co
n
s
tr
u
ctio
n
.
Su
ch
a
n
e
g
ativ
e
attitu
d
e
co
u
ld
b
e
an
o
th
e
r
f
ac
to
r
th
at
ac
co
u
n
ts
f
o
r
th
e
p
o
o
r
c
o
n
s
tr
u
ctio
n
o
f
test
item
s
am
o
n
g
teac
h
e
r
s
.
T
ea
ch
er
s
lik
ely
k
n
o
w
test
co
n
s
tr
u
ctio
n
b
u
t
th
eir
attitu
d
e
p
r
ev
en
ts
th
em
f
r
o
m
u
t
ilizin
g
th
e
k
n
o
wled
g
e
th
ey
h
a
v
e.
T
est
co
n
s
tr
u
ctio
n
,
we
m
ig
h
t
s
ay
,
is
a
d
if
f
icu
lt
an
d
r
ig
o
r
o
u
s
task
if
teac
h
er
s
ar
e
s
u
p
p
o
s
ed
t
o
d
o
it
ef
f
ec
tiv
ely
[
4
9
]
.
Hen
ce
,
a
n
eg
ativ
e
a
ttit
u
d
e
b
y
teac
h
e
r
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
Tes
t,
mea
s
u
r
eme
n
t,
a
n
d
ev
a
lu
a
tio
n
:
Un
d
ers
ta
n
d
in
g
a
n
d
u
s
e
o
f th
e
co
n
ce
p
ts
in
ed
u
c
a
tio
n
(
Dick
s
o
n
A
d
o
m
)
117
to
war
d
test
co
n
s
tr
u
ctio
n
c
o
u
ld
ex
p
lain
wh
y
teac
h
er
s
ir
r
esp
ec
tiv
e
o
f
t
h
eir
k
n
o
wled
g
e
in
class
r
o
o
m
ass
ess
m
en
t
p
r
ac
tices st
ill co
n
s
tr
u
ct
p
o
o
r
te
s
t item
s
o
r
p
er
h
ap
s
,
r
e
p
licate
alr
ea
d
y
ex
is
tin
g
test
item
s
.
3
.
1
1
.
P
o
licy
direct
io
n:
wo
rk
s
ho
p a
nd
t
ra
ini
ng
o
n
s
o
un
d
pra
ct
ic
es
in
t
est,
m
ea
s
urem
ent
,
a
nd
ev
a
lua
t
io
n
in educa
t
io
n
T
esti
n
g
in
ed
u
ca
tio
n
is
a
n
in
v
is
ib
le
th
r
ea
d
th
at
ca
n
n
o
t
b
e
u
n
d
er
s
co
r
ed
w
h
en
e
v
alu
atin
g
tea
ch
in
g
a
n
d
lear
n
in
g
.
I
n
th
e
a
b
s
en
ce
o
f
te
s
tin
g
,
th
er
e
is
n
o
teac
h
in
g
an
d
lear
n
in
g
.
C
o
n
s
id
er
in
g
th
e
i
n
teg
r
al
r
o
le
th
at
test
p
lay
s
in
th
e
teac
h
in
g
p
r
o
f
ess
io
n
an
d
as
an
ass
es
s
m
en
t
t
o
o
l
th
at
is
wid
ely
u
s
ed
in
Gh
an
aian
s
ch
o
o
ls
.
W
e
s
u
g
g
est
th
at
in
-
s
er
v
ice
tr
ain
in
g
s
h
o
u
l
d
b
e
o
r
g
an
ized
in
t
h
e
f
o
r
m
o
f
wo
r
k
s
h
o
p
s
an
d
s
em
in
ar
s
o
n
a
s
ch
o
o
l
b
asis
f
o
r
teac
h
er
s
with
in
an
ed
u
ca
tio
n
al
cir
cu
it
f
o
r
th
eir
test
in
g
p
r
ac
tices.
T
h
e
r
atio
n
ale
is
t
o
ass
is
t
teac
h
er
s
to
im
p
r
o
v
e
t
h
eir
test
in
g
p
r
ac
tic
es.
T
h
is
co
u
ld
b
e
ac
h
iev
ed
th
r
o
u
g
h
th
e
c
o
llab
o
r
atio
n
o
f
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
,
th
e
C
o
lleg
es
o
f
E
d
u
ca
tio
n
an
d
o
th
e
r
s
tak
eh
o
ld
er
s
o
f
ed
u
ca
tio
n
.
Fro
m
th
e
o
f
f
ice
o
f
th
e
E
d
u
ca
tio
n
al
Dir
ec
to
r
ate,
a
s
en
s
itizat
io
n
p
r
o
g
r
a
m
s
h
o
u
ld
b
e
r
o
le
d
o
u
t
o
n
r
eg
u
lar
b
asis
b
y
L
ea
d
teac
h
er
s
,
C
ir
cu
it
s
u
p
er
v
is
o
r
s
an
d
s
taf
f
f
r
o
m
th
e
E
d
u
ca
tio
n
o
f
f
ice,
o
n
th
e
im
p
o
r
tan
ce
o
f
th
eir
test
in
g
p
r
ac
t
ices
r
eg
ar
d
in
g
test
co
n
s
tr
u
ctio
n
.
T
ea
c
h
er
s
s
h
o
u
ld
b
e
ed
u
ca
ted
o
n
th
e
im
p
licati
o
n
o
f
th
ei
r
test
in
g
p
r
ac
tices
an
d
th
eir
ef
f
ec
t
o
n
th
e
v
alid
ity
an
d
r
eliab
ilit
y
o
f
test
s
co
r
es.
A
g
u
id
e
lin
e
o
n
test
co
n
s
tr
u
cti
o
n
s
h
o
u
ld
b
e
d
esig
n
ed
b
y
th
e
C
u
r
r
icu
lu
m
R
esear
ch
an
d
De
v
elo
p
m
en
t
Div
is
io
n
in
co
llab
o
r
atio
n
with
ter
tiar
y
in
s
titu
tio
n
s
s
u
ch
as
th
e
Un
iv
er
s
ity
o
f
C
ap
eCo
ast
an
d
th
e
Un
iv
er
s
ity
o
f
E
d
u
ca
tio
n
,
W
in
n
eb
a
wh
ich
c
o
u
ld
b
e
m
ad
e
a
v
ailab
le
f
o
r
t
ea
c
h
er
s
to
g
u
i
d
e
th
em
i
n
th
e
test
co
n
s
tr
u
ctio
n
.
As
m
o
r
e
tr
ain
in
g
p
r
o
g
r
am
m
e
s
th
r
o
u
g
h
s
em
in
ar
s
an
d
wo
r
k
s
h
o
p
s
ar
e
o
r
g
an
ize
d
f
o
r
tea
ch
er
s
,
s
tak
eh
o
ld
er
s
s
h
o
u
ld
b
e
awa
r
e
o
f
th
e
f
ac
t
th
at
th
e
t
r
ain
in
g
alo
n
e
d
o
es
n
o
t
b
r
in
g
ab
o
u
t
t
h
e
a
p
p
licatio
n
o
f
co
m
p
ete
n
cies
g
ain
e
d
b
u
t
also
th
eir
attitu
d
e
t
o
war
d
s
co
n
s
tr
u
ctin
g
th
e
test
.
I
t
is
r
ec
o
m
m
en
d
ed
th
at
teac
h
e
r
s
s
h
o
u
ld
n
o
t
o
n
ly
b
e
tr
ain
ed
i
n
co
n
s
tr
u
ctin
g
test
item
s
b
u
t
s
h
o
u
ld
also
b
e
en
li
g
h
ten
ed
o
n
th
e
n
ee
d
t
o
ad
h
er
e
s
tr
ictly
to
test
in
g
p
r
o
ce
d
u
r
es.
Gh
a
n
a
E
d
u
ca
tio
n
Ser
v
ice
(
GE
S
)
to
g
et
h
er
w
ith
h
ea
d
teac
h
e
r
s
o
f
v
ar
io
u
s
SHS
s
h
o
u
ld
en
s
u
r
e
ef
f
ec
tiv
e
s
u
p
er
v
is
io
n
o
f
teac
h
e
r
s
in
co
n
s
tr
u
ctin
g
test
s
f
o
r
s
tu
d
en
ts
.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
b
r
in
g
s
to
th
e
f
o
r
e
a
g
r
o
win
g
n
ee
d
to
co
n
s
tan
tly
r
ee
x
am
in
e
th
e
co
n
ce
p
t
o
f
e
d
u
ca
tio
n
al
ass
es
s
m
en
t
as
it
h
as
p
r
o
v
en
o
v
er
tim
e
to
b
e
a
n
ev
o
lv
in
g
o
n
e.
Giv
en
th
at
th
e
r
e
ex
is
t
a
b
ar
r
ag
e
o
f
s
ch
o
lar
ly
p
u
b
licatio
n
s
r
eg
ar
d
in
g
th
e
c
o
n
ce
p
ts
o
f
m
ea
s
u
r
e
m
en
t,
t
esti
n
g
,
an
d
e
v
alu
atio
n
in
th
e
e
d
u
ca
tio
n
al
co
n
tex
t,
th
e
co
n
ce
p
ts
r
em
ai
n
d
if
f
ic
u
lt
to
b
e
u
n
d
er
s
to
o
d
b
y
e
d
u
ca
tio
n
al
r
esear
ch
er
s
an
d
ed
u
ca
to
r
s
.
Ho
wev
er
,
th
e
r
e
is
wid
esp
r
ea
d
ag
r
ee
m
e
n
t
th
at
e
v
alu
atio
n
with
its
co
m
p
o
n
en
t
s
o
f
m
ea
s
u
r
em
en
t
a
n
d
test
in
g
is
f
u
n
d
am
e
n
ta
l
to
th
e
ed
u
ca
tio
n
al
p
r
ac
tice.
T
h
i
s
s
tu
d
y
clar
if
ies
th
e
co
n
ce
p
ts
with
a
d
etailed
ex
p
lan
atio
n
o
f
th
eir
r
esp
ec
tiv
e
ap
p
licatio
n
s
f
r
o
m
th
e
Gh
an
aia
n
p
er
s
p
ec
tiv
e
with
th
e
h
o
p
e
th
at
s
tak
eh
o
ld
er
s
in
th
e
e
d
u
ca
tio
n
al
en
ter
p
r
is
e
will
b
e
b
etter
eq
u
ip
p
ed
f
o
r
ef
f
ec
tiv
e
ed
u
ca
tio
n
al
p
r
ac
tice.
ACK
NO
WL
E
DG
E
M
E
NT
S
W
e
ac
k
n
o
wled
g
e
th
e
ass
is
tan
c
e
g
iv
en
to
u
s
in
ter
m
s
o
f
r
ea
d
i
n
g
r
eso
u
r
ce
s
f
o
r
th
is
s
tu
d
y
b
y
th
e
lib
r
ar
y
ass
is
tan
ts
at
th
e
Un
iv
er
s
ity
o
f
E
d
u
ca
tio
n
,
W
in
n
e
b
a
(
T
an
o
s
o
C
am
p
u
s
)
,
th
e
Un
iv
er
s
ity
o
f
C
ap
e
C
o
ast
an
d
th
e
Kwa
m
e
Nk
r
u
m
a
h
Un
iv
er
s
ity
o
f
Scien
ce
an
d
T
ec
h
n
o
lo
g
y
,
Gh
an
a.
RE
F
E
R
E
NC
E
S
[1
]
M
a
ste
rs,
G
.
,
G
e
tt
in
g
to
t
h
e
e
ss
e
n
c
e
o
f
a
ss
e
ss
m
e
n
t
,
2
0
1
4
.
Re
t
riev
e
d
o
n
Oc
to
b
e
r
2
0
1
9
.
[On
li
n
e
].
Av
a
il
a
b
le
:
h
tt
p
s:/
/rd
.
a
c
e
r.
o
r
g
/article
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e
tt
i
n
g
-
to
-
th
e
-
e
ss
e
n
c
e
-
of
-
a
ss
e
ss
m
e
n
t
[2
]
M
a
h
m
o
o
d
i
-
S
h
a
h
re
b
a
b
a
k
i,
M
.
,
A
ss
e
ss
m
e
n
t,
“
Ev
a
lu
a
ti
o
n
,
a
n
d
Tes
ti
n
g
:
Wh
a
t
a
re
th
e
Diffe
re
n
c
e
s?
”
Un
p
u
b
li
sh
e
d
m
a
n
u
sc
rip
t
,
2
0
1
8
.
[3
]
Kiz
li
k
,
R
.
J.
,
M
e
a
su
re
m
e
n
t,
a
ss
e
ss
m
e
n
t,
a
n
d
e
v
a
lu
a
ti
o
n
i
n
e
d
u
c
a
ti
o
n
,
2
0
1
2
.
Re
tri
e
v
e
d
o
n
Oc
t
o
b
e
r
2
0
1
9
.
[On
li
n
e
]
.
Av
a
il
a
b
le:
h
tt
p
s://
ww
w.ad
p
rima
.
c
o
m
/me
a
su
re
m
e
n
t.
h
tm
[4
]
Ly
n
c
h
,
B.
K.
,
“
Re
th
in
k
i
n
g
a
ss
e
ss
m
e
n
t
fro
m
a
c
ri
ti
c
a
l
p
e
rsp
e
c
ti
v
e
,”
L
a
n
g
u
a
g
e
T
e
sti
n
g
,
v
o
l.
18
,
n
o
.
4
,
p
p
.
3
5
1
–
3
7
2
,
2
0
0
1
.
[5
]
Bo
we
n
,
G
.
A.
,
“
Do
c
u
m
e
n
t
An
a
ly
sis
a
s
a
Qu
a
li
tativ
e
Re
se
a
rc
h
M
e
th
o
d
,”
Qu
a
li
ta
ti
v
e
Res
e
a
rc
h
J
o
u
rn
a
l
,
Vo
l
.
9
,
No
.
2
,
p
p
.
4
5
-
65
,
2
0
0
9
.
[6
]
Trav
is,
D.
,
De
sk
Re
se
a
rc
h
:
Th
e
Wh
a
t,
W
h
y
a
n
d
H
o
w
,
2
0
1
6
.
[On
li
n
e
].
Av
a
il
a
b
le:
h
tt
p
s//:
ww
w.u
se
rf
o
c
u
s.c
o
.
u
k
[7
]
Cre
sw
e
ll
,
J.W
.
,
Res
e
a
rc
h
De
sig
n
(3
rd
e
d
).
Un
it
e
d
S
tate
s: S
AG
E
P
u
b
li
c
a
ti
o
n
s In
c
,
2
0
0
9
.
[8
]
De
n
z
in
,
N.
K.
&
Li
n
c
o
l
n
,
Y.
S
.
,
“
In
tro
d
u
c
ti
o
n
:
E
n
terin
g
th
e
F
iel
d
o
f
Qu
a
li
tativ
e
Re
se
a
rc
h
,
”
i
n
:
NK
De
n
z
in
a
n
d
Y
S
Li
n
c
o
l
n
(e
d
s.)
Ha
n
d
b
o
o
k
o
f
Qu
a
li
tativ
e
Re
se
a
rc
h
.
Th
o
u
sa
n
d
Oa
k
s:
S
AG
E
P
u
b
li
c
a
ti
o
n
s
,
1
9
9
4
.
[9
]
He
ffe
rm
a
n
,
C.
,
Qu
a
li
tativ
e
Re
se
a
rc
h
Ap
p
r
o
a
c
h
,
2
0
1
3
.
[On
li
n
e
]
Av
a
il
a
b
le:
h
tt
p
:/
/www
.
e
x
p
lo
ra
b
le.co
m
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N
:
2
2
5
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t.
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.
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Vo
l.
9
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r
ch
2
0
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0
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118
[1
0
]
P
e
sh
k
in
,
A.
,
“
Th
e
G
o
o
d
n
e
ss
o
f
Q
u
a
li
tativ
e
Re
se
a
rc
h
,”
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
e
r
,
Vo
l.
2
2
,
No
.
2
,
p
p
.
2
3
-
29
,
1
9
9
3
.
[1
1
]
Ba
c
h
m
a
n
,
L.
F
.
,
Fu
n
d
a
me
n
t
a
l
Co
n
sid
e
ra
ti
o
n
s
in
L
a
n
g
u
a
g
e
T
e
stin
g
.
Ox
fo
r
d
:
O
x
fo
r
d
Un
i
v
e
rsity
P
re
ss
,
1
9
9
0
.
[1
2
]
Li
n
n
,
R.
L
.
,
M
e
a
su
re
me
n
t
a
n
d
a
ss
e
ss
me
n
t
in
tea
c
h
i
n
g
.
P
e
a
rso
n
Ed
u
c
a
ti
o
n
I
n
d
ia
,
2
0
0
8
.
[1
3
]
M
a
n
ich
a
n
d
e
r,
T
.
,
As
se
ss
m
e
n
t
in
Ed
u
c
a
ti
o
n
,
2
0
1
6
.
Re
tri
e
v
e
d
o
n
Oc
to
b
e
r
2
0
1
9
.
[O
n
li
n
e
].
Av
a
il
a
b
le:
h
tt
p
s:/
/www
.
Lu
l
u
.
c
o
m
[1
4
]
Bra
u
n
,
H.,
Ka
n
jee
,
A.,
Be
tt
in
g
e
r,
E.
,
&
Kre
m
e
r,
M
.
,
“
Im
p
ro
v
in
g
Ed
u
c
a
ti
o
n
Th
r
o
u
g
h
As
se
ss
m
e
n
t.
In
n
o
v
a
ti
o
n
,
a
n
d
Ev
a
lu
a
ti
o
n
,
”
T
h
e
Am
e
rica
n
Ac
a
d
e
m
y
o
f
Arts an
d
S
c
ien
c
e
s
,
2
0
0
6
.
[1
5
]
Tri
tsc
h
ler,
K.
A.
(E
d
.
)
,
Ba
rr
o
w
&
M
c
Ge
e
's
p
ra
c
ti
c
a
l
me
a
s
u
re
me
n
t
a
n
d
a
ss
e
ss
me
n
t
.
Li
p
p
i
n
c
o
tt
Wi
l
li
a
m
s
&
Wi
lk
in
s
,
2
0
0
0
.
[1
6
]
S
k
in
n
e
r,
C,
E.
,
Ed
u
c
a
ti
o
n
a
l
Psy
c
h
o
l
o
g
y
,
(
4
th
e
d
)
.
Ne
w Je
rse
y
;
P
re
n
ti
c
e
-
Ha
ll
,
2
0
0
2
.
[1
7
]
Tri
p
a
th
i
,
R.
,
&
Ku
m
a
r,
A.
,
“
Im
p
o
rtan
c
e
a
n
d
Im
p
r
o
v
e
m
e
n
ts
i
n
t
h
e
Tea
c
h
in
g
-
Lea
rn
in
g
p
ro
c
e
ss
th
ro
u
g
h
Eff
e
c
ti
v
e
Ev
a
lu
a
ti
o
n
M
e
th
o
d
o
lo
g
ies
,”
ES
S
ENCE
In
t.
J
.
E
n
v
.
Reh
a
b
.
Co
n
se
rv
.
Vo
l.
9
,
n
o
,
1
,
p
p
.
7
-
16
,
2
0
1
8
.
[1
8
]
S
c
riv
e
n
,
M
.
,
Eva
lu
a
ti
o
n
T
h
e
sa
u
ru
s
(4
th
e
d
.
).
Th
o
u
sa
n
d
Oa
k
s,
CA:
S
a
g
e
,
1
9
9
1
.
[1
9
]
Co
lem
a
n
,
A.
M
.
,
“
Th
e
Dic
ti
o
n
a
r
y
o
f
P
s
y
c
h
o
l
o
g
y
,”
A
p
p
li
e
d
C
o
g
n
it
i
v
e
Psy
c
h
o
lo
g
y
,
v
o
l.
15
,
n
o
.
3
,
p
p
.
349
-
3
5
1
,
2
0
0
1
.
[2
0
]
Ov
e
rto
n
,
T.
,
Asse
ss
in
g
L
e
a
rn
e
rs
wit
h
S
p
e
c
ia
l
Ne
e
d
s:
A
n
A
p
p
li
e
d
Ap
p
ro
a
c
h
(
7
th
e
d
.
).
B
o
sto
n
,
M
.
A.:
P
e
a
rso
n
Ed
u
c
a
ti
o
n
,
2
0
1
3
.
[2
1
]
O’D
o
n
n
e
ll
,
A.
M
.
,
Re
e
v
e
,
J.
&
S
m
it
h
,
J.K
.
,
Ed
u
c
a
ti
o
n
a
l
Psy
c
h
o
lo
g
y
:
Reflec
ti
o
n
fo
r
Actio
n
(3
rd
e
d
.
).
N.Y.
Un
it
e
d
S
tate
s: Jo
h
n
Wi
le
y
&
S
o
n
s,
I
n
c
,
2
0
1
1
.
[2
2
]
G
lo
ss
a
ry
o
f
Ed
u
c
a
ti
o
n
F
o
ru
m
,
As
se
s
sm
e
n
t
,
2015
.
Re
tri
e
v
e
d
on
Oc
to
b
e
r
2
0
1
9
.
[On
li
n
e
].
Av
a
il
a
b
le
:
h
tt
p
s:/
/www
.
e
d
g
l
o
ss
a
ry
.
o
r
g
/as
se
ss
m
e
n
t/
[2
3
]
Ba
e
h
r,
M
.
,
Dist
in
c
ti
o
n
s
b
e
twee
n
Asse
ss
me
n
t
a
n
d
Eva
lu
a
ti
o
n
.
Co
e
Co
ll
e
g
e
,
F
a
c
u
lt
y
G
u
id
e
b
o
o
k
,
p
p
.
4
4
1
-
4
4
4
,
2
0
0
5
.
[2
4
]
Bo
n
d
a
i
,
B.
,
To
wa
rd
s
a
c
o
m
p
a
ra
ti
v
e
a
n
a
ly
sis
o
f
f
o
rm
a
ti
v
e
a
n
d
su
m
m
a
ti
v
e
e
v
a
lu
a
ti
o
n
i
n
e
d
u
c
a
ti
o
n
.
I
n
Ch
e
m
h
u
ru
,
O,
H.
(e
d
s) (2
0
1
3
)
Iss
u
e
s a
n
d
fo
u
n
d
a
ti
o
n
s
in
e
d
u
c
a
ti
o
n
.
(
p
p
.
1
4
1
-
1
4
6
).
G
w
e
ru
:
Bo
o
k
lo
v
e
p
u
b
li
sh
e
r
s
,
2
0
1
3
.
[2
5
]
S
in
g
h
,
G
.
,
Un
it
-
1
C
o
n
c
e
p
t
a
n
d
P
u
rp
o
se
o
f
Ev
a
l
u
a
ti
o
n
.
IG
NO
U
,
2
0
1
8
.
[2
6
]
Ad
u
-
M
e
n
sa
h
,
J.
,
“
Th
e
a
tt
it
u
d
e
o
f
b
a
sic
sc
h
o
o
l
tea
c
h
e
rs
t
o
wa
rd
g
ra
d
i
n
g
p
ra
c
ti
c
e
s:
De
v
e
lo
p
i
n
g
a
sta
n
d
a
rd
ize
d
In
stru
m
e
n
t
,”
I
n
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
S
o
c
i
a
l
S
c
ien
c
e
s &
Ed
u
c
a
ti
o
n
a
l
S
t
u
d
ie
s
,
v
o
l
.
5
,
n
o
.
1
,
p
p
.
52
-
62
,
2
0
1
8
.
[2
7
]
P
o
p
h
a
m
,
W.
J.
,
Cla
ss
ro
o
m
a
ss
e
ss
me
n
t:
W
h
a
t
te
a
c
h
e
rs
n
e
e
d
t
o
k
n
o
w
,
(5
th
e
d
.
).
Bo
st
o
n
:
All
y
n
a
n
d
Ba
c
o
n
P
u
b
l
ica
ti
o
n
s
,
2
0
0
8
.
[2
8
]
Nd
a
li
c
h
a
k
o
,
J.
L
.
,
“
S
e
c
o
n
d
a
ry
sc
h
o
o
l
tea
c
h
e
rs’
p
e
rc
e
p
ti
o
n
s
o
f
a
ss
e
ss
m
e
n
t
,”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
In
fo
rm
a
t
io
n
a
n
d
Ed
u
c
a
ti
o
n
T
e
c
h
n
o
l
o
g
y
,
v
o
l
.
5
,
n
o
.
5
,
p
p
.
3
2
6
-
3
3
0
,
2
0
1
5
.
[2
9
]
M
e
h
re
n
s,
W.
A
.
&
Leh
m
a
n
n
,
I.
J
.
,
M
e
a
su
re
me
n
t
a
n
d
e
v
a
lu
a
ti
o
n
in
e
d
u
c
a
ti
o
n
a
n
d
p
sy
c
h
o
l
o
g
y
,
(4
th
e
d
.
).
Ne
w
Yo
rk
:
Ho
lt
,
Ri
n
e
h
a
rt
a
n
d
Wi
n
sto
n
I
n
c
,
2
0
0
1
.
[3
0
]
Cro
c
k
e
r,
L.
,
&
Alg
in
a
,
J.
,
I
n
tro
d
u
c
ti
o
n
to
c
la
ss
ica
l
a
n
d
mo
d
e
rn
t
e
st
th
e
o
ry
.
Oh
io
,
U
S
A:
Ce
n
g
a
g
e
Lea
rn
in
g
P
u
b
,
2
0
0
8
.
[3
1
]
Allen
,
J.
,
“
G
ra
d
e
s
a
s
v
a
li
d
m
e
a
su
re
s
o
f
a
c
a
d
e
m
ic
a
c
h
iev
e
m
e
n
t
o
f
c
las
sro
o
m
lea
rn
in
g
,”
Clea
rin
g
Ho
u
se
:
A
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
a
l
S
tra
teg
ies
,
Is
su
e
s,
a
n
d
Id
e
a
s
,
v
o
l.
78
,
n
o
.
5
,
p
p
.
2
1
8
-
223
,
2
0
0
5
.
[3
2
]
Qu
a
n
sa
h
,
F
.
,
Am
o
a
k
o
,
I.
,
&
An
k
o
m
a
h
,
F
.
,
“
Tea
c
h
e
rs’
tes
t
c
o
n
st
ru
c
ti
o
n
s
k
il
ls
in
S
e
n
i
o
r
Hig
h
S
c
h
o
o
ls
i
n
G
h
a
n
a
:
Do
c
u
m
e
n
t
An
a
l
y
sis
,”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Asse
ss
me
n
t
T
o
o
ls i
n
Ed
u
c
a
ti
o
n
,
v
o
l.
6
,
n
o
.
1
,
p
p
.
1
-
8
,
2
0
1
9
.
[3
3
]
Ha
rlen
,
W.
,
“
Tea
c
h
e
rs’
su
m
m
a
ti
v
e
p
ra
c
ti
c
e
s
a
n
d
a
ss
e
ss
m
e
n
t
fo
r
lea
rn
in
g
:
Te
n
sio
n
s
a
n
d
sy
n
e
r
g
ies
,”
T
h
e
Cu
rr
icu
l
u
m
J
o
u
rn
a
l
,
v
o
l
.
16
,
n
o
.
2
,
p
p
.
2
0
7
-
2
2
3
,
2
0
0
5
.
[3
4
]
Big
g
s,
J.
,
&
Tan
g
,
C
.
,
T
e
a
c
h
in
g
f
o
r q
u
a
li
ty l
e
a
rn
i
n
g
a
t
u
n
ive
rs
it
y
(4
th
e
d
.
)
.
Ne
w Yo
rk
,
USA:
M
c
G
ra
w Hil
l
,
2
0
1
1
.
[3
5
]
Et
se
y
,
Y.
K.
,
“
As
se
ss
in
g
p
e
rfo
r
m
a
n
c
e
in
sc
h
o
o
ls:
Iss
u
e
s
a
n
d
p
r
a
c
ti
c
e
,”
Ife
Psy
c
h
o
lo
g
ia
,
v
o
l.
13
,
n
o
.
1
,
1
2
3
-
1
3
5
,
2
0
0
4
.
[3
6
]
Ab
a
b
io
,
B.
T.
,
&
D
u
m
b
a
,
H.
,
“
A
ss
e
ss
m
e
n
t
o
f
p
o
li
c
y
g
u
id
e
li
n
e
s
f
o
r
th
e
tea
c
h
e
rs
lea
rn
in
g
o
f
g
e
o
g
ra
p
h
y
,”
Rev
iew
o
f
In
ter
n
a
t
io
n
a
l
Ge
o
g
ra
p
h
ic
a
l
E
d
u
c
a
ti
o
n
,
v
o
l
.
4
,
n
o
.
1
,
p
p
.
1
-
5
,
2
0
1
3
.
[3
7
]
M
e
h
re
n
s,
W.
A.
&
Le
h
m
a
n
n
,
I
.
J.
,
“
Na
ti
o
n
a
l
tes
ts
a
n
d
l
o
c
a
l
c
u
rricu
lu
m
:
M
a
tch
o
r
m
ism
a
tch
,”
Ed
u
c
a
ti
o
n
a
l
M
e
a
su
re
me
n
t:
Iss
u
e
s a
n
d
Pra
c
ti
c
e
s,
v
o
l.
3
,
n
o
.
3
,
p
p
.
9
-
15
,
2
0
0
9
.
[3
8
]
Qu
a
n
sa
h
,
F
.
,
&
Am
o
a
k
o
,
I.
,
“
Th
e
a
tt
it
u
d
e
o
f
S
e
n
io
r
Hi
g
h
S
c
h
o
o
l
te
a
c
h
e
rs
to
wa
rd
tes
t
c
o
n
str
u
c
ti
o
n
:
De
v
e
lo
p
i
n
g
a
n
d
v
a
li
d
a
ti
n
g
a
sta
n
d
a
rd
ize
d
in
str
u
m
e
n
t
,”
Res
e
a
rc
h
o
n
Hu
m
a
n
it
ies
a
n
d
S
o
c
ia
l
S
c
ien
c
e
s
,
v
o
l.
8
,
n
o
.
1
,
p
p
.
25
-
30
,
2
0
1
8
.
[3
9
]
M
e
h
re
n
s,
W.
A
.
&
Leh
m
a
n
n
,
I.
J.
,
M
e
a
su
re
me
n
t
a
n
d
e
v
a
l
u
a
t
io
n
i
n
e
d
u
c
a
ti
o
n
a
n
d
p
sy
c
h
o
lo
g
y
.
Ne
w
Yo
rk
:
Ha
rc
o
u
r
t
Bra
c
e
Co
ll
e
g
e
P
u
b
li
sh
e
rs
,
1
9
9
1
.
[4
0
]
Lan
e
,
S
.
,
Ra
y
m
o
n
d
,
M
.
R.
,
Ha
lad
y
n
a
,
T.
M
.
,
&
Do
wn
i
n
g
,
S
.
M
.
,
Tes
t
d
e
v
e
lo
p
m
e
n
t
p
ro
c
e
ss
.
In
S
.
Lan
e
.
,
M
.
R.
Ra
y
m
o
n
d
.
,
&
T.
M
.
Ha
lad
y
n
a
(
E
d
s),
Ha
n
d
b
o
o
k
o
f
tes
t
d
e
v
e
lo
p
me
n
t
(p
p
.
3
-
1
8
)
.
Ne
w Yo
rk
:
Ro
u
tl
e
d
g
e
,
2
0
1
6
.
[4
1
]
Tam
a
k
lo
e
,
E.
K
.
,
Atta,
E.
T.
&
Am
e
d
a
h
e
,
F
.
K.
,
Prin
c
i
p
les
a
n
d
me
th
o
d
s
o
f
tea
c
h
i
n
g
.
Ca
n
t
o
m
e
n
t,
Ac
c
ra
:
Blac
k
M
a
sk
,
1
9
9
6
.
[4
2
]
Et
se
y
,
Y.
K.
,
Asse
ss
me
n
t
in
e
d
u
c
a
ti
o
n
.
Un
p
u
b
li
sh
e
d
,
Un
i
v
e
rsity
o
f
Ca
p
e
Co
a
st,
Ca
p
e
Co
a
st,
G
h
a
n
a
,
2
0
1
2
.
[4
3
]
Am
e
rica
n
Ed
u
c
a
ti
o
n
a
l
Re
se
a
rc
h
As
so
c
iatio
n
,
S
ta
n
d
a
rd
s
f
o
r
e
d
u
c
a
ti
o
n
a
l
a
n
d
p
sy
c
h
o
l
o
g
ic
a
l
tes
ti
n
g
.
Was
h
i
n
g
to
n
,
DC:
Am
e
rica
n
E
d
u
c
a
ti
o
n
a
l
Re
se
a
rc
h
As
so
c
iatio
n
,
2
0
1
4
.
[4
4
]
Ko
law
o
le,
E.
B
.
,
Pri
n
c
ip
le
o
f
tes
t
c
o
n
stru
c
ti
o
n
a
n
d
a
d
min
istra
ti
o
n
.
Lag
o
s: B
o
lab
a
y
,
2
0
1
0
.
[4
5
]
Len
n
o
n
,
R.
T
.
,
“
As
su
m
p
ti
o
n
s u
n
d
e
rly
in
g
th
e
u
se
o
f
c
o
n
ten
t
v
a
li
d
it
y
,”
Ed
u
c
a
t
io
n
a
l
a
n
d
Psy
c
h
o
l
o
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ic
a
l
M
e
a
su
re
me
n
t
,
v
o
l.
16
,
p
p
.
2
9
4
-
3
0
4
,
1
9
5
6
.
[4
6
]
S
irec
i,
S
.
G
.
,
“
Th
e
c
o
n
stru
c
t
o
f
c
o
n
ten
t
v
a
li
d
i
ty
,”
S
o
c
i
a
l
I
n
d
ica
to
rs
Res
e
a
rc
h
,
v
o
l.
45
,
p
p
.
83
-
1
1
7
,
1
9
9
8
.
[4
7
]
Alv
a
re
s,
K.
K.
,
Tab
le
o
f
sp
e
c
if
ica
ti
o
n
a
n
d
tes
t
c
o
n
str
u
c
ti
o
n
,
2
0
1
3
.
Re
tri
e
v
e
d
fro
m
Am
e
d
a
h
e
,
F
.
K.
,
T
e
sti
n
g
p
ra
c
ti
c
e
s
in
se
c
o
n
d
a
ry
s
c
h
o
o
ls
i
n
th
e
Ce
n
tr
a
l
Reg
io
n
o
f
G
h
a
n
a
.
Un
p
u
b
li
sh
e
d
M
a
ste
r’s
th
e
sis,
Un
i
v
e
rsity
o
f
Ca
p
e
Co
a
st,
Ca
p
e
Co
a
st
,
1
9
8
9
.
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