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1
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2]
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Min
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I
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2252
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8822
I
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J
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E
v
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&
R
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.
E
d
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c
.
Vo
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9
,
No
.
3
,
Sep
tem
b
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2
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2
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:
7
5
9
-
768
760
r
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ac
tis
e
r
ea
l
lif
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p
r
o
b
lem
s
o
l
v
in
g
s
k
il
ls
,
co
m
m
u
n
icat
io
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a
n
d
cr
itical
th
i
n
k
in
g
in
ad
d
itio
n
to
co
llab
o
r
atio
n
an
d
n
et
w
o
r
k
in
g
.
B
ased
o
n
t
h
e
p
er
s
p
ec
tiv
e
o
f
s
o
cio
-
c
u
lt
u
r
al,
au
th
e
n
tic
a
s
s
ess
m
en
t
p
r
o
v
id
es
lear
n
er
s
a
p
latf
o
r
m
to
lear
n
to
g
eth
er
w
i
th
th
e
ir
p
ee
r
s
as
it
w
il
l e
n
co
u
r
ag
e
th
e
d
e
v
elo
p
m
e
n
t o
f
th
e
s
o
cial
a
s
p
ec
t th
r
o
u
g
h
ac
tiv
e
p
ar
ticip
atio
n
an
d
d
ee
p
lear
n
i
n
g
[
1
4
]
.
T
h
is
p
er
s
p
ec
tiv
e
is
l
in
k
ed
to
t
h
e
T
h
eo
r
y
o
f
So
cial
Dev
elo
p
m
en
t
b
y
V
y
g
o
ts
k
y
w
h
er
e
attr
ib
u
tes
li
k
e
cr
itical
th
in
k
i
n
g
,
tea
m
-
w
o
r
k
,
p
r
o
b
lem
-
s
o
lv
i
n
g
,
ef
f
e
ct
iv
e
co
m
m
u
n
ica
tio
n
an
d
r
ef
lecti
v
e
p
r
ac
tice
[
1
5
]
ar
e
c
o
m
m
o
n
l
y
e
m
p
lo
y
ed
in
au
t
h
e
n
tic
ass
e
s
s
m
en
t
in
th
e
clas
s
r
o
o
m
.
Ko
h
[
1
6
]
s
h
ed
s
o
m
e
lig
h
t
o
n
th
e
n
at
u
r
e
o
f
au
t
h
e
n
tic
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k
s
w
h
ich
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n
g
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g
e
lear
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y
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o
r
k
i
n
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to
g
et
h
er
w
ith
t
h
eir
p
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r
s
in
a
s
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ciall
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s
u
p
p
o
r
tiv
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lear
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in
g
e
n
v
ir
o
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m
en
t.
L
ea
r
n
i
n
g
i
n
t
h
is
co
n
te
x
t
v
ar
ies
f
r
o
m
p
r
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lem
-
b
ased
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ea
r
n
in
g
to
lear
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er
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ce
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tr
ed
p
ed
ag
o
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y
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y
m
ea
n
s
o
f
w
o
r
k
i
n
g
w
it
h
a
n
d
as
s
ess
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b
y
p
ee
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s
,
lear
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ar
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tr
o
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ce
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to
th
e
co
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t
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p
ar
ag
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y
w
h
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m
ea
n
s
cr
ea
tin
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p
ee
r
s
u
p
p
o
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t,
lear
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in
g
f
r
o
m
ea
c
h
o
th
er
an
d
s
h
ar
in
g
id
ea
s
[
1
7
]
.
A
p
ar
t
f
r
o
m
V
y
g
o
ts
k
y
,
th
e
s
o
cial
-
co
n
s
tr
u
ctiv
i
s
t
th
eo
r
y
w
a
s
in
s
tr
u
m
e
n
tal
in
t
h
e
s
h
ap
in
g
o
f
2
1
s
t
-
ce
n
tu
r
y
cla
s
s
r
o
o
m
ass
es
s
m
en
t
w
h
ic
h
r
es
u
lts
i
n
t
h
e
u
s
e
o
f
a
u
th
e
n
tic
a
s
s
e
s
s
m
en
t i
n
th
e
cla
s
s
r
o
o
m
.
As
m
u
c
h
a
s
cla
s
s
r
o
o
m
a
s
s
e
s
s
m
e
n
t
is
co
n
ce
r
n
ed
,
ex
ce
llen
t
teac
h
er
s
g
o
th
e
ex
tr
a
m
i
le
to
cr
ea
te
an
ass
e
s
s
m
e
n
t
th
a
t
is
i
n
ter
esti
n
g
a
n
d
m
o
r
e
s
t
u
d
en
t
-
ce
n
tr
ed
as
p
o
s
s
ib
le.
T
h
u
s
,
au
t
h
e
n
tic
a
s
s
es
s
m
en
t
w
h
ic
h
is
a
f
o
r
m
o
f
ass
e
s
s
m
en
t
f
o
r
lear
n
in
g
[
1
8
]
,
co
m
es
in
to
th
e
p
i
ctu
r
e.
Sin
ce
au
th
e
n
tic
as
s
es
s
m
en
t
is
o
n
e
o
f
th
e
ap
p
r
o
ac
h
es
in
alter
n
ativ
e
as
s
ess
m
en
t,
it
r
ef
lect
s
s
t
u
d
en
t
s
'
lear
n
in
g
an
d
ac
co
m
p
li
s
h
m
e
n
t
w
h
ic
h
m
o
v
es
in
ac
co
r
d
an
ce
w
it
h
th
eir
m
o
ti
v
at
io
n
s
an
d
a
tti
tu
d
es
[
1
9
]
.
A
s
s
t
ated
in
th
e
Ma
la
y
s
ia
n
E
d
u
ca
ti
o
n
B
lu
ep
r
in
t
2
0
1
3
,
teac
h
er
s
s
h
o
u
ld
ad
o
p
t
au
th
e
n
ti
c
ass
ess
m
e
n
t
i
n
th
eir
cla
s
s
r
o
o
m
teac
h
in
g
an
d
lear
n
in
g
ac
ti
v
i
ties
.
Ho
w
e
v
er
,
th
e
y
ar
e
f
ac
ed
w
it
h
ch
alle
n
g
es
to
ac
cu
r
atel
y
p
lan
a
n
d
ca
r
r
y
o
u
t
ass
e
s
s
m
e
n
t
ac
ti
v
iti
es
i
n
t
h
e
class
r
o
o
m
[
2
0
]
.
T
h
is
is
ad
d
ed
to
an
alr
ea
d
y
s
i
g
n
i
f
ican
t
lo
ad
o
f
cler
ical
w
o
r
k
s
[
2
1
]
th
at
ar
e
p
r
ev
en
tin
g
t
h
e
m
f
r
o
m
b
ein
g
ab
le
to
g
iv
e
t
h
e
b
est.
B
esid
es
th
at,
ex
p
er
ien
ce
d
teac
h
er
s
also
h
av
e
l
i
m
ited
k
n
o
w
led
g
e
o
f
au
t
h
e
n
ti
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ass
ess
m
e
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ev
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it
s
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ld
b
e
p
ar
t
o
f
th
eir
ass
ess
m
e
n
t
p
r
ac
tices
[
2
2
]
r
esu
lt
in
g
in
t
h
e
m
n
o
t
b
ein
g
ab
l
e
to
ap
p
ly
t
h
e
b
est
au
th
e
n
tic
as
s
es
s
m
en
t
tec
h
n
iq
u
e
in
t
h
e
class
r
o
o
m
[
2
3
]
.
T
h
e
s
u
p
p
o
r
t
o
f
au
th
en
tic
ass
e
s
s
m
en
t
f
o
r
th
e
s
c
h
o
o
l
ad
m
in
i
s
tr
atio
n
i
s
i
m
p
er
ati
v
e
[
2
4
]
as
it
is
a
d
em
a
n
d
in
g
tas
k
f
o
r
ex
ce
llen
t
teac
h
er
s
to
co
m
e
u
p
w
it
h
v
ar
io
u
s
ac
tiv
itie
s
t
h
at
e
m
b
ed
a
u
t
h
en
t
i
c
ass
es
s
m
en
t
in
th
e
cla
s
s
r
o
o
m
s
.
C
o
r
r
esp
o
n
d
in
g
l
y
,
t
h
i
s
s
t
u
d
y
a
i
m
s
to
id
en
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if
y
th
e
c
h
alle
n
g
e
s
f
ac
ed
b
y
th
e
e
x
ce
llen
t
teac
h
er
s
i
n
p
r
ep
ar
in
g
a
u
th
e
n
tic
ass
e
s
s
m
e
n
t
i
n
t
h
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cla
s
s
r
o
o
m
a
n
d
also
to
ex
p
lo
r
e
th
e
p
r
ep
ar
atio
n
m
eth
o
d
s
f
o
r
au
th
e
n
tic
a
s
s
e
s
s
m
en
t
in
th
eir
clas
s
r
o
o
m
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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E
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&
R
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s
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d
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.
I
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N:
2252
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8822
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Mu
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761
2.
RE
S
E
ARCH
M
E
T
H
O
D
I
n
g
ar
n
er
i
n
g
d
ata
f
o
r
th
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th
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v
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th
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Ma
la
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u
g
h
t.
A
ca
s
e
s
t
u
d
y
a
p
p
r
o
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h
[
2
5
]
u
s
in
g
a
q
u
al
itat
iv
e
p
ar
ad
ig
m
w
a
s
ad
o
p
ted
f
o
r
th
e
d
ata
co
llectio
n
.
T
h
eir
v
ie
w
s
,
id
ea
s
an
d
f
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li
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g
s
co
n
ce
r
n
in
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t
h
e
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s
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e
o
f
a
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n
tic
ass
e
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s
m
e
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t
w
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e
r
ec
o
r
d
ed
in
a
s
er
ies
o
f
s
e
m
i
-
s
tr
u
ctu
r
ed
in
ter
v
ie
w
s
a
f
ter
th
eir
in
d
i
v
id
u
al
l
es
s
o
n
s
w
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e
o
b
s
er
v
ed
f
o
r
a
p
er
io
d
o
f
t
w
o
w
ee
k
s
ea
ch
.
2
.
1
.
Sa
m
pli
ng
P
u
r
p
o
s
iv
e
s
a
m
p
li
n
g
[
2
6
]
w
as
u
s
ed
in
t
h
is
r
esear
ch
w
h
er
eb
y
th
e
p
ar
ticip
an
ts
i
n
th
i
s
r
esear
ch
w
er
e
all
ex
ce
lle
n
t
teac
h
er
s
w
h
o
h
a
v
e
b
ee
n
a
w
ar
d
ed
b
y
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
an
d
h
i
g
h
l
y
r
ec
o
m
m
e
n
d
ed
b
y
th
e
ir
h
ea
d
m
a
s
ter
s
f
o
r
th
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o
u
ts
tan
d
in
g
co
n
tr
ib
u
tio
n
an
d
p
er
f
o
r
m
an
ce
i
n
an
d
o
u
t
o
f
th
eir
r
esp
ec
tiv
e
s
ch
o
o
ls
.
B
esid
es
th
at,
th
e
p
ar
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an
ts
w
er
e
also
av
ailab
le
an
d
w
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to
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te,
co
m
m
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ex
p
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s
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p
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f
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in
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e
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ar
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i
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g
th
e
o
b
j
ec
tiv
e
o
f
th
i
s
s
tu
d
y
[
2
7
]
.
T
h
eir
n
a
m
e
s
w
e
r
e
s
u
g
g
es
ted
b
y
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Hig
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P
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HI
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w
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[
2
8
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w
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e:
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
v
al
&
R
e
s
E
d
u
c
.
I
SS
N:
2252
-
8822
C
h
a
llen
g
es in
u
s
in
g
a
u
th
en
tic
a
s
s
ess
men
t in
2
1
s
t c
en
tu
r
y
E
S
L c
la
s
s
r
o
o
ms
(
Mu
h
a
mma
d
N
o
o
r
A
b
d
u
l A
z
iz
)
763
a.
W
h
at
ar
e
th
e
c
h
alle
n
g
es
f
ac
e
d
b
y
t
h
e
e
x
ce
lle
n
t
teac
h
er
s
i
n
p
r
ep
ar
in
g
f
o
r
au
t
h
e
n
tic
as
s
ess
m
en
t
in
th
e
class
r
o
o
m
?
b.
Ho
w
d
o
ex
ce
ll
e
n
t te
ac
h
er
s
p
r
ep
ar
e
f
o
r
au
th
en
tic
ass
e
s
s
m
e
n
t t
o
b
e
u
s
ed
in
th
eir
clas
s
r
o
o
m
?
3
.
1
.
Cha
lleng
es f
a
ce
d by
t
ea
cher
s
in prepa
ring
f
o
r
a
uthent
ic
a
s
s
ess
m
ent
Af
ter
r
ig
o
r
o
u
s
an
al
y
s
i
s
,
f
iv
e
th
e
m
es
w
er
e
d
er
iv
ed
f
r
o
m
th
is
s
t
u
d
y
:
lac
k
o
f
s
u
p
p
o
r
t
f
r
o
m
t
h
e
s
c
h
o
o
l
ad
m
in
i
s
tr
ati
o
n
a
n
d
p
ar
en
ts
,
o
v
er
w
h
el
m
i
n
g
d
o
cu
m
en
tatio
n
,
b
u
r
d
en
in
g
teac
h
i
n
g
h
o
u
r
s
,
to
o
m
an
y
s
ch
o
o
l
ac
tiv
itie
s
o
n
w
ee
k
en
d
s
a
n
d
lac
k
o
f
tr
ain
in
g
o
n
a
u
th
e
n
tic
a
s
s
e
s
s
m
en
t.
3
.
1
.
1
.
T
he
m
e
1
:
L
a
c
k
o
f
s
up
po
rt
f
ro
m
t
he
s
c
ho
o
l a
d
m
ini
s
t
ra
t
io
n a
nd
pa
re
nts
T
ea
ch
er
s
h
ig
h
li
g
h
ted
th
at
la
ck
o
f
s
u
p
p
o
r
t
f
r
o
m
t
h
e
s
c
h
o
o
l
ad
m
i
n
is
tr
atio
n
an
d
p
ar
en
ts
w
er
e
th
e
g
r
ea
te
s
t
ch
a
llen
g
e
f
o
r
th
e
m
i
n
th
e
ir
ef
f
o
r
ts
to
p
r
ep
ar
e
an
d
later
i
m
p
le
m
en
ted
au
t
h
en
tic
as
s
es
s
m
e
n
t
i
n
th
e
clas
s
r
o
o
m
.
I
t is ev
id
e
n
t f
r
o
m
th
e
i
n
ter
v
ie
w
w
it
h
Ma
d
a
m
An
is
,
Ma
d
a
m
Ma
g
e
s
,
an
d
Ma
d
am
Su
s
an
.
“
I
al
w
a
y
s
f
i
n
d
it
d
if
f
ic
u
lt
to
ex
p
lain
to
p
ar
en
ts
w
h
o
o
n
l
y
w
a
n
t
to
s
ee
t
h
eir
ch
ild
r
en
g
et
tin
g
A
s
i
n
th
e
ex
a
m
p
ap
er
s
.
W
h
en
I
s
h
o
w
p
o
r
tf
o
lio
s
o
f
t
h
eir
k
id
s
w
o
r
k
in
t
h
e
clas
s
,
th
e
y
s
ee
m
to
lo
s
e
in
ter
es
t
an
d
k
ee
p
ask
i
n
g
m
e
w
h
y
t
h
e
ch
ild
r
en
d
id
n
o
t
d
o
w
e
ll
in
e
x
a
m
.
T
h
eir
‘
w
e
ll
’
s
o
u
n
d
s
s
o
d
ep
r
ess
in
g
to
m
e.
”
(
Ma
d
a
m
Ma
g
es)
.
“
M
y
s
c
h
o
o
l
ad
m
i
n
d
o
es
n
o
t
w
a
n
t
m
e
to
f
o
cu
s
m
u
c
h
o
n
a
u
th
e
n
tic
as
s
ess
m
e
n
t.
O
n
e
o
f
m
y
s
e
n
io
r
ass
is
tan
t
s
s
a
y
s
it
is
‘
r
u
b
b
is
h
’
.
Ho
w
d
ev
as
tati
n
g
!
I
a
m
a
s
tr
o
n
g
b
e
liev
er
in
au
th
e
n
tic
as
s
es
s
m
en
t,
b
u
t
I
d
o
n
’
t
g
et
th
e
s
u
p
p
o
r
t f
r
o
m
th
e
m
.
(
Ma
d
am
An
is
)
“
T
h
er
e
w
a
s
an
ar
g
u
m
e
n
t
w
it
h
m
e
an
d
m
y
co
lleag
u
e.
T
h
ey
s
a
y
th
at
I
a
m
s
h
o
w
in
g
o
f
f
an
d
ai
m
i
n
g
f
o
r
E
x
ce
lle
n
t
Aw
ar
d
an
d
t
h
at
’
s
th
e
r
ea
s
o
n
w
h
y
I
a
m
d
o
i
n
g
a
u
t
h
en
tic
a
s
s
es
s
m
en
t.
T
h
e
y
d
o
n
’
t
u
n
d
er
s
ta
n
d
t
h
at
t
h
e
y
ca
n
ac
tu
al
l
y
s
ee
an
d
h
elp
ch
ild
r
en
th
r
o
u
g
h
au
t
h
en
tic
ass
e
s
s
m
en
t.”
(
Ma
d
a
m
S
u
s
a
n
)
T
h
e
lack
o
f
s
u
p
p
o
r
t
f
r
o
m
t
h
e
s
ch
o
o
l
ad
m
in
is
tr
atio
n
led
t
o
f
r
u
s
tr
atio
n
a
m
o
n
g
th
e
teac
h
er
s
a
n
d
it
d
eter
r
ed
th
ei
r
m
o
ti
v
atio
n
to
p
e
r
f
o
r
m
b
etter
.
3
.
1
.
2
.
T
he
m
e
2
:
O
v
er
w
hel
m
i
ng
do
cu
m
ent
a
t
io
n
Ma
d
a
m
Sit
i
r
elate
d
h
er
ex
p
er
i
en
ce
o
f
b
ein
g
o
v
er
w
h
e
l
m
ed
with
to
o
m
u
ch
d
o
cu
m
en
ta
tio
n
w
h
ic
h
h
ad
s
ec
u
r
ed
h
er
a
b
ed
in
th
e
h
o
s
p
it
al
v
er
y
r
ec
en
t
l
y
d
u
e
to
e
x
ce
s
s
i
v
e
s
tr
es
s
.
“
I
co
u
ld
n
o
t
s
leep
w
ell
b
ec
au
s
e
I
k
ep
t
t
h
in
k
i
n
g
o
f
f
i
les
to
b
e
u
p
d
ated
an
d
I
lo
s
t
i
n
ter
es
t
i
n
p
r
ep
ar
in
g
in
ter
esti
n
g
less
o
n
s
f
o
r
m
y
ch
i
ld
r
en
an
d
I
co
u
ld
n
o
t
h
elp
th
em
.
I
w
as
s
o
d
ep
r
ess
ed
,
an
d
I
s
tar
ted
s
ee
in
g
s
tar
s
ev
er
y
ti
m
e
I
w
alk
ed
.
I
f
ai
n
ted
in
s
c
h
o
o
l a
n
d
I
w
as
h
o
s
p
itali
s
e
d
.
”
(
Ma
d
am
Sit
i)
“
Ma
d
a
m
Ma
g
e
s
b
r
in
g
s
d
o
cu
m
en
tatio
n
to
b
e
d
o
n
e
at
h
o
m
e.
Sh
e
b
r
in
g
s
all
h
er
f
i
lin
g
p
ap
er
s
h
o
m
e
d
ail
y
.
”
(
Ob
s
er
v
atio
n
3
)
T
h
e
teac
h
er
s
h
ad
to
b
r
in
g
cl
er
ical
w
o
r
k
h
o
m
e,
an
d
it
w
a
s
tak
i
n
g
u
p
th
e
ir
q
u
alit
y
ti
m
e
w
it
h
f
a
m
il
y
.
I
t in
cu
r
r
ed
s
tr
ess
to
t
h
e
teac
h
e
r
s
.
3
.
1
.
3
.
T
he
m
e
3
:
B
urdeni
ng
t
ea
ching
ho
urs
An
o
th
er
ch
alle
n
g
e
in
p
r
ep
ar
in
g
au
t
h
en
tic
as
s
es
s
m
e
n
t
is
th
e
b
u
r
d
en
i
n
g
teac
h
in
g
h
o
u
r
s
.
P
r
in
cip
all
y
,
all
th
e
teac
h
er
s
i
n
t
h
is
s
t
u
d
y
teac
h
3
0
to
3
6
p
er
io
d
s
p
e
r
w
ee
k
w
h
ic
h
ar
e
th
e
m
a
x
i
m
u
m
n
u
m
b
er
o
f
h
o
u
r
s
d
esp
ite
th
e
m
h
o
ld
in
g
p
o
s
ts
s
u
c
h
as t
h
e
Hea
d
o
f
th
e
E
n
g
lis
h
p
an
el
a
n
d
s
ec
r
etar
y
o
f
t
h
e
E
n
g
l
is
h
p
an
el
r
esp
ec
tiv
el
y
.
“
I
d
o
n
’
t
h
a
v
e
ti
m
e
to
r
ea
ll
y
p
lan
au
t
h
en
tic
as
s
es
s
m
e
n
t
as
I
a
m
o
cc
u
p
ied
w
it
h
all
m
y
E
n
g
li
s
h
class
e
s
.
So
m
eti
m
es I
p
lan
at
h
o
m
e,
s
o
m
eti
m
es I
d
o
ad
-
h
o
c.
”
(
Ma
d
am
R
i
n
a)
“
I
ca
n
’
t
b
r
ea
th
e
w
i
t
h
th
e
s
u
f
f
o
ca
tin
g
n
u
m
b
er
o
f
p
er
io
d
s
.
T
o
w
o
r
s
e
n
th
e
s
ce
n
ar
io
,
I
w
ill
h
a
v
e
to
r
elief
teac
h
er
s
d
ail
y
.
T
h
e
ad
m
i
n
th
in
k
s
t
h
at
I
a
m
a
s
u
p
er
h
er
o
as I
am
an
e
x
ce
lle
n
t te
ac
h
er
.
”
(
Ma
d
a
m
Yan
a)
“
Ma
d
a
m
Ya
n
a
h
as
3
2
teac
h
in
g
p
er
io
d
s
p
er
w
ee
k
.
S
h
e
g
ets
r
elief
clas
s
es
al
m
o
s
t
d
ail
y
f
o
r
at
least
3
0
m
i
n
u
te
s
.
”
(
Ob
s
er
v
atio
n
4
)
T
h
is
r
esu
lted
in
t
h
e
m
n
o
t
h
av
i
n
g
ti
m
e
to
p
r
ep
ar
e
th
eir
less
o
n
s
w
ith
a
u
t
h
en
tic
ass
e
s
s
m
e
n
t i
n
clu
d
ed
in
th
e
m
.
3
.
1
.
4
.
T
he
m
e
4
:
T
o
o
m
a
ny
s
cho
o
l a
ct
iv
it
ies o
n t
he
w
ee
k
ends
I
n
ad
d
itio
n
to
th
at,
p
r
o
g
r
a
m
m
es
in
s
ch
o
o
l
h
a
v
e
b
ee
n
n
ea
tl
y
s
ch
ed
u
led
b
u
t
th
e
s
e
teac
h
er
s
ar
e
o
f
ten
o
v
er
lo
ad
ed
w
it
h
ab
r
u
p
t
p
r
o
g
r
a
m
m
es
w
h
ic
h
co
m
e
al
m
o
s
t
ev
er
y
w
ee
k
e
n
d
.
T
h
ey
p
lan
s
o
m
et
h
i
n
g
,
b
u
t
s
o
m
et
h
i
n
g
el
s
e
h
ap
p
en
s
.
“
I
u
s
u
al
l
y
allo
ca
te
a
f
e
w
h
o
u
r
s
d
u
r
in
g
t
h
e
w
ee
k
en
d
s
to
p
r
ep
ar
e
f
o
r
au
th
e
n
tic
as
s
es
s
m
e
n
t
a
n
d
to
m
a
k
e
m
y
les
s
o
n
s
in
ter
e
s
ti
n
g
.
U
n
f
o
r
tu
n
a
tel
y
,
m
o
s
t
o
f
m
y
Sat
u
r
d
ay
s
ar
e
s
p
en
t
i
n
s
c
h
o
o
l
f
o
r
u
n
n
ec
es
s
ar
y
m
ee
ti
n
g
s
an
d
ac
tiv
it
ies
w
h
ic
h
ar
e
n
o
t p
r
o
d
u
ctiv
e
at
all
!
”
(
Ma
d
a
m
An
is
)
“
I
h
ate
it
w
h
e
n
I
h
av
e
to
co
m
e
to
s
ch
o
o
l
o
n
w
ee
k
e
n
d
s
j
u
s
t
to
atten
d
m
ee
t
in
g
w
h
ic
h
f
u
n
ctio
n
s
as
a
b
o
m
b
ar
d
in
g
ar
en
a
f
o
r
th
e
ad
m
i
n
.
I
w
i
s
h
I
w
as a
t
h
o
m
e
w
o
r
k
in
g
o
n
m
y
teac
h
i
n
g
p
lan
s
.
”
(
Ma
d
a
m
Ma
g
e
s
)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8822
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
3
,
Sep
tem
b
er
2
0
2
0
:
7
5
9
-
768
764
“
T
h
er
e
ar
e
p
r
o
g
r
am
s
ev
er
y
Satu
r
d
a
y
in
Ma
d
a
m
R
in
a
’
s
s
ch
o
o
l
in
th
e
m
o
n
th
o
f
J
an
u
ar
y
an
d
Feb
r
u
ar
y
ev
e
n
th
o
u
g
h
th
e
m
i
n
is
tr
y
c
lear
l
y
s
a
y
s
t
h
at
o
n
l
y
t
w
o
Sat
u
r
d
a
y
s
ca
n
b
e
u
s
ed
f
o
r
s
ch
o
o
l
ac
tiv
itie
s
.
”
(
Ob
s
er
v
atio
n
2
)
T
h
e
u
s
e
o
f
au
t
h
e
n
tic
as
s
es
s
m
e
n
t
in
cla
s
s
w
a
s
n
o
t
a
n
ea
s
y
tas
k
.
I
t
n
ee
d
ed
ca
r
ef
u
l
a
n
d
tactf
u
l
p
lan
n
i
n
g
s
in
ce
n
o
t
m
u
c
h
g
u
id
e
w
as a
v
a
i
lab
le
f
o
r
teac
h
er
s
in
Ma
la
y
s
ia
to
ca
r
r
y
o
u
t a
u
th
e
n
tic
a
s
s
e
s
s
m
en
t.
3
.
1
.
5
.
T
he
m
e
5
:
L
a
c
k
o
f
t
ra
ini
ng
in a
uthent
ic
a
s
s
es
s
m
e
nt
Fin
all
y
,
Ma
d
a
m
Sit
i
a
n
d
Ma
d
am
Yan
a
a
g
r
ee
d
th
at
th
e
y
l
ac
k
ed
tr
ain
i
n
g
o
n
v
ar
io
u
s
ap
p
r
o
ac
h
es
in
ass
es
s
m
en
t,
i
n
p
ar
tic
u
lar
au
th
en
tic
a
s
s
es
s
m
en
t
o
f
y
o
u
n
g
le
ar
n
er
s
.
T
h
e
y
o
n
l
y
r
ea
d
b
o
o
k
s
an
d
ar
ticles
d
u
r
in
g
th
eir
lei
s
u
r
e
ti
m
e
to
ad
d
o
n
to
th
e
k
n
o
w
led
g
e
o
n
a
s
s
e
s
s
m
e
n
t,
b
u
t
t
h
e
y
w
is
h
ed
th
a
t
th
e
m
i
n
is
tr
y
co
u
ld
d
esi
g
n
co
u
r
s
es p
er
tain
i
n
g
to
au
t
h
en
t
ic
ass
es
s
m
e
n
t
f
o
r
p
r
ac
titi
o
n
er
s
li
k
e
th
e
m
.
“
I
f
ee
l
t
h
at
t
h
e
Mo
E
s
h
o
u
ld
d
esig
n
co
u
r
s
e
s
o
n
au
t
h
en
tic
ass
e
s
s
m
en
t
f
o
r
u
s
.
I
t
is
g
o
o
d
an
d
p
r
ac
tical.
I
th
i
n
k
I
w
ill d
is
c
u
s
s
t
h
is
m
atter
w
h
en
I
h
a
v
e
e
x
ce
lle
n
t te
ac
h
er
s
m
ee
ti
n
g
in
t
h
e
f
u
t
u
r
e.
”
(
Ma
d
a
m
Sit
i)
“
T
h
e
k
n
o
w
led
g
e
o
n
au
t
h
en
t
ic
ass
es
s
m
en
t
a
n
d
also
o
th
er
ap
p
r
o
ac
h
es
in
ass
e
s
s
m
e
n
t
is
i
m
p
o
r
tan
t.
W
e
n
ee
d
to
eq
u
ip
o
u
r
s
elv
e
s
w
it
h
t
h
e
k
n
o
w
led
g
e.
”
(
Ma
d
a
m
Ya
n
a
)
“
Ma
d
a
m
Ya
n
a
al
w
a
y
s
r
ea
d
s
in
f
o
r
m
atio
n
o
n
ass
e
s
s
m
e
n
t
f
r
o
m
t
h
e
b
o
o
k
s
s
h
e
h
a
s
o
n
h
er
tab
le.
Sh
e
b
o
r
r
o
w
s
b
o
o
k
s
f
r
o
m
t
h
e
lib
r
ar
y
to
o
.
”
(
Ob
s
er
v
atio
n
1
)
T
h
e
tr
ain
in
g
th
a
t
th
e
y
r
ec
ei
v
e
d
w
er
e
o
n
l
y
o
n
co
n
te
n
t
k
n
o
wled
g
e
a
n
d
th
e
latest
th
e
y
atte
n
d
ed
s
u
ch
tr
ain
i
n
g
w
a
s
o
n
C
.
E
.
F.R
.
ca
s
c
ad
in
g
w
h
ic
h
r
eq
u
ir
ed
all
t
h
e
Hea
d
s
o
f
th
e
E
n
g
lis
h
p
an
e
ls
i
n
s
c
h
o
o
ls
to
f
o
llo
w
th
e
co
u
r
s
e.
Fi
g
u
r
e
2
s
h
o
w
s
cl
ea
r
l
y
h
o
w
t
h
e
th
e
m
e
s
f
o
r
th
e
ch
allen
g
e
s
f
ac
ed
b
y
t
h
e
teac
h
er
s
e
m
er
g
ed
f
r
o
m
th
e
co
d
es a
n
al
y
s
ed
in
Atlas.ti
Ver
s
io
n
8
.
Fig
u
r
e
2
.
C
h
alle
n
g
es
f
ac
ed
b
y
teac
h
er
s
i
n
p
r
ep
ar
in
g
f
o
r
au
t
h
e
n
tic
as
s
es
s
m
e
n
t
3
.
2
.
M
e
t
ho
ds
o
f
prepa
ra
t
io
n f
o
r
a
uthent
ic
a
s
s
es
s
m
ent
in t
he
c
la
s
s
ro
o
m
s
o
f
ex
ce
llent
E
ng
lis
h t
ea
cher
s
T
h
e
d
ata
an
al
y
s
is
o
n
t
h
e
s
ec
o
n
d
r
esear
ch
q
u
e
s
tio
n
r
e
v
ea
l
ed
th
at
e
x
ce
lle
n
t
teac
h
er
s
u
s
ed
q
u
izze
s
,
s
o
n
g
s
,
p
ar
ag
o
g
y
a
n
d
an
i
m
m
e
d
iate
f
ee
d
b
ac
k
s
y
s
te
m
.
3
.
2
.
1
.
Q
uizze
s
W
h
en
th
e
teac
h
er
s
w
er
e
ask
ed
o
n
w
h
at
w
er
e
th
e
m
et
h
o
d
s
th
e
y
u
s
ed
in
th
e
au
t
h
e
n
tic
ass
e
s
s
m
en
t,
th
e
y
g
av
e
a
m
y
r
iad
o
f
r
esp
o
n
s
es.
All th
e
r
esp
o
n
s
e
s
w
er
e
p
r
ac
tical
an
d
ea
s
y
to
b
e
ca
r
r
ied
o
u
t.
Ma
d
a
m
S
u
s
a
n
b
eliev
ed
t
h
at
q
u
izze
s
p
la
y
ed
a
n
i
m
p
o
r
tan
t
r
o
le
in
h
er
cl
as
s
f
o
r
h
er
to
c
o
n
tin
u
o
u
s
l
y
ch
ec
k
o
n
h
er
p
u
p
ils
’
p
r
o
g
r
ess
.
Sh
e
u
s
ed
v
ar
io
u
s
t
y
p
e
s
o
f
q
u
izze
s
r
an
g
i
n
g
f
r
o
m
p
ap
er
an
d
p
en
cil
q
u
izze
s
to
o
n
lin
e
v
er
s
io
n
w
h
ic
h
u
tili
ze
d
Fro
g
V
L
E
.
S
h
e
f
elt
t
h
at
h
er
p
u
p
ils
e
n
j
o
y
ed
t
h
e
q
u
izze
s
an
d
m
o
s
t
i
m
p
o
r
tan
tl
y
,
th
eir
co
n
te
n
t k
n
o
w
led
g
e
s
h
o
wed
tr
em
e
n
d
o
u
s
i
m
p
r
o
v
e
m
en
t.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
v
al
&
R
e
s
E
d
u
c
.
I
SS
N:
2252
-
8822
C
h
a
llen
g
es in
u
s
in
g
a
u
th
en
tic
a
s
s
ess
men
t in
2
1
s
t c
en
tu
r
y
E
S
L c
la
s
s
r
o
o
ms
(
Mu
h
a
mma
d
N
o
o
r
A
b
d
u
l A
z
iz
)
765
“
I
h
a
v
e
w
ee
k
l
y
q
u
izze
s
in
cla
s
s
.
So
m
e
ti
m
es
I
b
r
in
g
th
e
m
t
o
th
e
co
m
p
u
ter
lab
to
p
la
y
q
u
iz
g
a
m
e
s
.
T
h
eir
g
r
a
m
m
ar
h
a
s
i
m
p
r
o
v
ed
a
lo
t
an
d
w
h
at
I
li
k
e
m
o
s
t
a
b
o
u
t
th
e
o
n
li
n
e
q
u
iz
i
s
t
h
at
t
h
e
y
g
et
th
eir
s
co
r
es
in
s
ta
n
tl
y
a
n
d
m
y
j
o
b
is
to
j
u
s
t f
ac
ilit
ate.
”
(
Ma
d
a
m
Su
s
an
)
“
M
y
p
u
p
ils
lo
v
e
it
w
h
e
n
I
g
i
v
e
th
e
m
q
u
iz
at
th
e
e
n
d
o
f
ea
ch
to
p
ic.
So
m
eti
m
es
I
as
k
th
e
m
q
u
es
tio
n
s
o
u
t
o
f
th
e
to
p
ic
th
at
w
e
lear
n
t
in
clas
s
,
b
u
t
it
is
s
o
m
e
th
i
n
g
r
elate
d
.
Fo
r
ex
a
m
p
le,
w
e
l
ea
r
n
t
ab
o
u
t
in
s
ec
ts
.
So
m
e
ti
m
es
I
in
cl
u
d
e
q
u
e
s
tio
n
s
o
n
s
ea
an
i
m
al
s
j
u
s
t
to
ch
ec
k
i
f
t
h
er
e
is
a
n
y
o
n
e
w
h
o
h
as
g
en
er
al
k
n
o
w
led
g
e
b
ased
o
n
th
eir
r
ea
d
in
g
s
.
T
o
m
y
s
u
r
p
r
is
e,
y
es,
m
an
y
o
f
th
e
m
ca
n
s
co
r
e
it
w
ell
b
ec
au
s
e
th
e
y
f
i
n
d
it
i
m
p
o
r
tan
t
to
r
ea
d
m
o
r
e.
”
(
Ma
d
am
Ma
g
es)
“
Ma
d
a
m
S
u
s
a
n
ca
r
r
ie
s
o
u
t
q
u
i
z
in
cla
s
s
w
ee
k
l
y
.
S
h
e
h
as
q
u
i
z
o
n
Si
m
p
le
P
ast
T
en
s
e.
P
u
p
il
s
w
h
o
w
i
n
in
th
e
q
u
iz
g
et
s
tic
k
er
s
f
r
o
m
h
er
.
”
(
Ob
s
er
v
atio
n
6
)
E
v
en
t
h
o
u
g
h
th
er
e
w
a
s
s
ti
ll
r
o
o
m
f
o
r
i
m
p
r
o
v
e
m
e
n
t,
t
h
e
t
ea
ch
er
s
h
ad
a
g
o
o
d
u
n
d
er
s
ta
n
d
in
g
o
f
a
u
t
h
en
t
ic
ass
es
s
m
en
t.
T
h
is
w
a
s
a
g
o
o
d
s
ig
n
f
o
r
th
e
m
to
lear
n
a
n
d
b
e
b
etter
at
it.
3
.
2
.
2
.
So
ng
s
Sin
ce
Ma
d
a
m
Si
ti
lo
v
ed
s
in
g
i
n
g
,
m
o
s
t
o
f
h
er
les
s
o
n
s
in
v
o
l
v
ed
s
o
n
g
s
.
Sh
e
e
v
e
n
u
s
ed
s
o
n
g
s
a
s
p
ar
t
o
f
h
er
au
t
h
en
tic
ass
e
s
s
m
e
n
t.
S
h
e
al
w
a
y
s
g
o
t
h
er
p
u
p
il
s
to
lis
ten
to
s
o
n
g
s
a
n
d
f
ill
i
n
th
e
b
l
an
k
s
an
d
late
r
,
s
h
e
tau
g
h
t p
ar
ts
o
f
s
p
ee
ch
u
s
i
n
g
t
h
e
s
a
m
e
s
h
ee
t.
S
h
e
b
eliev
ed
i
n
s
cr
u
ti
n
izi
n
g
h
er
teac
h
i
n
g
aid
s
w
ell.
“
I
lo
v
e
to
u
s
e
s
o
n
g
s
in
t
h
e
class
r
o
o
m
.
I
t
f
ee
ls
g
o
o
d
w
h
e
n
d
u
r
in
g
r
ec
ess
I
b
u
m
p
ed
in
to
p
u
p
ils
w
h
o
h
u
m
s
o
n
g
s
th
a
t
I
tau
g
h
t
i
n
th
e
class
.
I
t
is
ch
alle
n
g
i
n
g
to
g
et
m
y
p
u
p
il
s
to
u
s
e
E
n
g
lis
h
b
u
t
w
it
h
s
o
n
g
s
,
th
i
n
g
s
f
all
i
n
p
lace
w
e
ll.”
(
Ma
d
a
m
Sit
i)
“
Ma
d
a
m
S
iti
s
i
n
g
s
d
ail
y
.
S
h
e
in
tr
o
d
u
ce
s
n
e
w
v
o
ca
b
u
la
r
y
i
n
h
er
s
o
n
g
s
an
d
m
ak
e
s
h
er
p
u
p
ils
m
e
m
o
r
ize
t
h
e
w
o
r
d
s
th
r
o
u
g
h
t
h
e
s
o
n
g
s
.
”
(
Ob
s
er
v
a
tio
n
4
)
“
I
u
s
e
s
o
n
g
s
d
ail
y
a
s
m
y
s
et
i
n
d
u
ctio
n
o
r
clo
s
u
r
e.
I
d
o
n
’
t
s
i
n
g
th
e
w
h
o
le
s
o
n
g
.
I
o
n
l
y
d
o
th
e
ch
o
r
u
s
.
I
ch
o
o
s
e
ca
tch
y
o
n
es
a
n
d
I
let
t
h
e
p
u
p
il
s
to
g
o
b
ac
k
a
n
d
p
r
ac
tice
th
e
s
o
n
g
s
.
I
ca
n
s
ee
t
h
at
t
h
e
y
ar
e
lear
n
in
g
n
e
w
v
o
ca
b
w
h
e
n
I
ask
th
e
m
to
s
in
g
o
n
th
eir
o
w
n
.
I
t
is
f
u
n
to
s
ee
t
h
e
m
b
eg
g
in
g
f
o
r
m
o
r
e.
I
m
an
ag
e
to
g
r
ab
th
eir
atten
tio
n
in
cla
s
s
u
s
i
n
g
th
o
s
e
s
o
n
g
s
.
(
Ma
d
a
m
Ya
n
a)
Sin
ce
ch
ild
r
en
g
e
n
er
all
y
lo
v
e
s
o
n
g
s
,
it
h
elp
ed
in
g
r
ab
b
in
g
t
h
eir
atten
tio
n
to
th
e
less
o
n
s
p
r
ep
ar
ed
b
y
th
e
ex
ce
l
len
t te
ac
h
er
s
.
3
.
2
.
3
.
P
a
ra
g
o
g
y
(
L
ea
rning
w
it
h pee
rs a
nd
peer
a
s
s
e
s
s
m
e
nt)
T
h
er
e
w
er
e
teac
h
er
s
w
h
o
u
s
e
d
o
th
er
f
o
r
m
s
o
f
a
u
t
h
en
tic
as
s
ess
m
e
n
t
li
k
e
p
ee
r
ass
es
s
m
e
n
t
an
d
s
el
f
-
ass
es
s
m
en
t
to
g
a
u
g
e
p
u
p
ils
’
lear
n
in
g
.
T
h
e
y
ex
p
r
ess
ed
t
h
at
th
e
ir
p
u
p
ils
f
e
lt
g
o
o
d
w
h
e
n
th
e
s
e
f
o
r
m
s
o
f
ass
e
s
s
m
en
t
w
er
e
ca
r
r
ied
o
u
t in
th
e
cla
s
s
r
o
o
m
.
“
W
h
e
n
I
u
s
e
s
el
f
-
as
s
ess
m
e
n
t
w
h
ic
h
b
asicall
y
co
n
s
is
t
s
o
f
c
h
ec
k
l
is
t
f
o
r
th
e
p
u
p
il
s
to
tick
,
th
e
y
to
o
k
ti
m
e
to
r
ef
lect
a
n
d
tick
h
o
n
e
s
t
l
y
.
I
d
o
h
av
e
ca
s
es
w
h
er
e
p
u
p
ils
d
id
n
o
t
k
n
o
w
w
h
at
to
tic
k
b
ec
au
s
e
th
e
y
w
er
e
n
o
t
p
r
esen
t
d
u
r
i
n
g
th
e
le
s
s
o
n
s
,
b
u
t
I
g
u
id
ed
th
e
m
t
h
r
o
u
g
h
.
Ov
er
all,
n
o
w
,
m
y
p
u
p
ils
ar
e
r
ea
d
y
w
i
th
a
u
t
h
en
tic
ass
es
s
m
en
t
w
h
ic
h
en
co
u
r
ag
e
s
th
e
m
to
b
e
m
o
r
e
ac
co
u
n
tab
le
f
o
r
th
eir
o
w
n
lear
n
i
n
g
.
”
(
Ma
d
am
An
is
)
“
I
u
s
e
a
lo
t
o
f
p
ee
r
ass
e
s
s
m
e
n
t
in
t
h
e
clas
s
r
o
o
m
.
I
en
co
u
r
ag
e
th
e
p
u
p
ils
to
u
s
e
‘
2
Star
s
a
n
d
1
W
is
h
’
m
et
h
o
d
w
h
ile
a
s
s
es
s
i
n
g
th
eir
f
r
ien
d
’
s
w
o
r
k
.
I
t
w
o
r
k
s
li
k
e
t
h
is
–
p
u
p
il
s
h
a
v
e
to
w
r
ite
t
w
o
g
o
o
d
th
in
g
s
ab
o
u
t
th
eir
f
r
ie
n
d
s
w
o
r
k
an
d
o
n
e
co
m
m
en
t
o
n
h
o
w
it
ca
n
b
e
im
p
r
o
v
ed
.
I
f
o
cu
s
m
o
r
e
o
n
th
e
s
tr
en
g
t
h
.
I
g
o
ar
o
u
n
d
ch
ec
k
i
n
g
t
h
eir
co
m
m
e
n
ts
.
So
m
eti
m
es,
t
h
e
y
w
er
e
p
la
y
f
u
l,
a
n
d
th
e
y
w
r
ite
n
o
n
s
en
s
ical
co
m
m
en
t
s
w
h
ic
h
I
h
a
v
e
to
ask
th
e
m
to
b
e
r
esp
o
n
s
ib
le
f
o
r
.
”
(
Ma
d
am
Sit
i)
“
Ma
d
a
m
An
i
s
u
s
e
s
s
el
f
-
as
s
es
s
m
e
n
t
ch
ec
k
li
s
t
f
o
r
p
u
p
ils
to
tick
w
h
en
t
h
e
y
e
m
b
ar
k
o
n
w
r
itten
tas
k
.
Sh
e
g
u
id
es t
h
e
m
to
u
s
e
th
e
c
h
ec
k
lis
t.”
(
Ob
s
er
v
atio
n
5
)
Var
iatio
n
s
i
n
au
t
h
e
n
tic
as
s
es
s
m
en
t
m
ad
e
t
h
e
ass
e
s
s
m
e
n
t p
r
o
ce
s
s
s
m
o
o
th
a
n
d
f
u
n
-
f
illed
.
3
.
2
.
4
.
I
mm
e
dia
t
e
f
ee
db
a
ck
s
y
s
t
e
m
T
h
e
teac
h
er
s
also
ad
o
p
ted
a
n
i
m
m
ed
iate
f
ee
d
b
ac
k
s
y
s
te
m
in
t
h
e
clas
s
r
o
o
m
.
T
h
e
y
b
eliev
ed
in
p
o
s
itiv
e
f
ee
d
b
ac
k
,
a
n
d
th
e
y
s
h
o
w
ed
it i
n
t
h
eir
tas
k
s
.
“
Ma
d
a
m
Ya
n
a
tells
t
h
e
p
u
p
il
s
to
ad
d
in
a
s
i
m
p
le
in
tr
o
d
u
c
tio
n
to
th
e
w
r
itte
n
tas
k
w
h
e
n
th
e
g
r
o
u
p
s
h
o
w
ed
th
eir
w
o
r
k
to
h
er
.
”
(
O
b
s
er
v
atio
n
1
)
“
I
d
o
w
r
ite
s
h
o
r
t
co
m
m
en
t
s
w
it
h
co
lo
u
r
ed
p
en
s
o
n
t
h
eir
w
o
r
k
.
I
t
is
n
o
t
r
ed
.
I
t
w
i
ll
b
e
in
p
u
r
p
le
o
r
p
in
k
.
”
(
Ma
d
a
m
An
is
)
Feed
b
ac
k
w
i
th
y
o
u
n
g
lear
n
er
s
p
r
o
v
id
ed
p
o
s
itiv
e
o
u
tp
u
t
i
n
th
eir
w
o
r
k
an
d
r
es
u
lted
in
t
h
e
m
b
ei
n
g
m
o
tiv
a
ted
to
lear
n
th
e
tar
g
et
lan
g
u
a
g
e.
Fig
u
r
e
3
d
em
o
n
s
tr
ates
th
e
d
er
iv
atio
n
o
f
th
e
t
h
e
m
e
s
f
r
o
m
th
e
in
ter
v
ie
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al
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f
o
r
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e
m
et
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p
r
e
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ar
atio
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au
th
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tic
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s
s
es
s
m
en
t o
f
t
h
e
ex
ce
lle
n
t te
ac
h
er
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
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8822
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
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3
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Sep
tem
b
er
2
0
2
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:
7
5
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768
766
Fig
u
r
e
3
.
Me
th
o
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o
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ep
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o
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t
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en
t
ic
ass
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s
s
m
e
n
t
3
.
3
.
Dis
cu
s
s
io
n
Fro
m
th
e
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al
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s
o
f
th
e
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ata,
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er
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ar
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t
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m
aj
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asp
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ts
o
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esear
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s
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ac
ed
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y
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ce
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o
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tice
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e
n
t
in
t
h
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s
s
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o
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,
a
n
d
th
e
l
atter
asp
ec
t
is
th
e
m
e
th
o
d
s
t
h
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h
er
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ad
o
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t
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r
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t
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en
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t
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t
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t
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es
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en
t
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n
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s
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p
ar
ti
cu
lar
l
y
i
n
a
Ma
la
y
s
ia
n
clas
s
r
o
o
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,
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ec
au
s
e
it
is
a
n
e
w
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ce
n
ar
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o
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m
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elatio
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ir
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t
o
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h
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f
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s
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er
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id
en
tifie
d
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T
h
e
p
ar
ticip
an
ts
h
ig
h
li
g
h
ted
th
at
s
u
p
p
o
r
t
f
r
o
m
th
e
s
ch
o
o
l
ad
m
i
n
is
tr
at
io
n
is
w
h
at
th
e
y
n
ee
d
.
T
h
is
is
s
tr
o
n
g
l
y
a
g
r
ee
d
u
p
o
n
in
a
co
n
s
id
er
a
b
le
n
u
m
b
er
o
f
p
r
ev
io
u
s
s
t
u
d
ies
[
3
5
-
37]
.
T
h
e
f
in
d
in
g
s
o
f
th
e
s
e
s
tu
d
ie
s
in
d
ic
ate
d
th
at
teac
h
er
s
n
ee
d
a
m
p
le
s
u
p
p
o
r
t
f
r
o
m
th
e
s
c
h
o
o
l
ad
m
i
n
is
tr
atio
n
to
ca
r
r
y
o
u
t
cu
r
r
icu
lu
m
a
n
d
ass
es
s
m
e
n
t
p
r
ac
tices
in
s
c
h
o
o
ls
.
T
h
e
s
u
p
p
o
r
t
w
ill
aid
th
e
lear
n
in
g
p
r
o
ce
s
s
an
d
ea
s
es
th
e
teac
h
er
’
s
w
o
r
k
lo
ad
.
L
o
m
b
ar
d
i
[
3
8
]
in
h
is
s
tu
d
y
p
in
p
o
in
ted
t
h
at
f
ac
u
lt
y
r
esi
s
t
an
ce
a
n
d
b
u
r
d
en
i
n
g
teac
h
in
g
ti
m
e
w
er
e
i
m
p
er
ativ
e
b
ar
r
ier
s
f
o
r
teac
h
er
s
i
n
p
r
ep
ar
in
g
an
d
ev
al
u
ati
n
g
a
u
t
h
en
tic
lear
n
in
g
ac
ti
v
itie
s
.
On
t
h
e
o
th
er
h
an
d
,
o
v
er
w
h
el
m
i
n
g
d
o
cu
m
e
n
tatio
n
ap
p
ea
r
s
to
b
e
an
o
th
er
h
i
n
d
r
an
ce
f
o
r
teac
h
er
s
i
n
i
m
p
le
m
en
t
in
g
au
t
h
e
n
tic
as
s
es
s
m
e
n
t.
Si
m
ilar
l
y
,
A
r
ch
b
ald
an
d
Fre
d
[
3
9
]
ass
er
ted
in
th
eir
b
o
o
k
th
at
m
i
n
i
m
u
m
cler
ical
d
o
cu
m
e
n
tatio
n
w
o
u
ld
s
u
f
f
ice
i
n
ca
r
r
y
i
n
g
o
u
t t
h
e
au
t
h
en
t
ic
as
s
ess
m
e
n
t.
As s
u
ch
,
s
c
h
o
o
l a
d
m
i
n
is
tr
atio
n
s
h
o
u
ld
p
la
y
a
f
ac
ilit
a
tin
g
r
o
le
in
g
i
v
i
n
g
t
h
e
teac
h
er
s
a
h
elp
in
g
h
a
n
d
,
in
th
i
s
ca
s
e,
th
e
e
x
ce
llen
t
teac
h
er
s
,
to
less
e
n
t
h
eir
b
u
r
d
en
ca
u
s
ed
b
y
o
v
er
w
h
e
l
m
in
g
d
o
cu
m
en
ta
tio
n
.
I
n
ter
es
tin
g
l
y
,
s
c
h
o
lar
s
also
s
u
g
g
ested
t
h
at
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[
40
,
4
1
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Ser
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[
4
2
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af
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[
4
3
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[
4
4
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in
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[
1
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P
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[
4
5
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w
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p
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eliev
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[
4
7
,
48
]
.
T
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Sco
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[
4
9
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in
h
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r
esear
ch
th
at
it i
m
p
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q
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lear
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ased
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ith
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RE
F
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R
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NC
E
S
[1
]
Ib
ra
h
im
,
No
ra
in
i,
e
t
a
l
.
,
“
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t
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ste
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c
h
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se
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y
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lan
n
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a
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le
m
o
d
e
ll
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g
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n
d
d
e
v
e
lo
p
in
g
m
a
teria
ls,”
In
ter
n
a
ti
o
n
a
l
Ed
u
c
a
ti
o
n
S
t
u
d
ies
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l.
6
,
n
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.
6
,
p
p
.
8
6
–
94
,
2
0
1
3
.
[2
]
Ke
e
le
y
,
J
a
re
d
W
.
,
e
t
a
l
.
,
“
Ex
c
e
ll
e
n
t
tea
c
h
e
rs’
p
e
rsp
e
c
ti
v
e
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o
n
e
x
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e
l
len
t
tea
c
h
in
g
,
”
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e
a
c
h
in
g
o
f
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c
h
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y
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l.
4
3
,
n
o
.
3
,
p
p
.
1
7
5
–
1
79
,
2
0
1
6
.
[3
]
Am
z
a
t,
Is
m
a
il
Hu
ss
e
in
,
“
Ke
y
p
e
r
f
o
r
m
a
n
c
e
in
d
ica
to
rs
f
o
r
e
x
c
e
ll
e
n
t
tea
c
h
e
rs
in
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a
lay
sia
:
a
m
e
a
su
re
m
e
n
t
m
o
d
e
l
f
o
r
e
x
c
e
ll
e
n
t
tea
c
h
in
g
p
ra
c
ti
c
e
s,”
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ter
n
a
ti
o
n
a
l
J
o
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r
n
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l
o
f
Pr
o
d
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c
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y
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n
d
Per
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rm
a
n
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e
M
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me
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t
,
v
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l.
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6
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o
.
3
,
p
p
.
2
9
8
–
3
1
9
,
2
0
1
7
.
[4
]
T
h
o
rn
to
n
,
Ho
ll
y
J
.
,
“
Ex
c
e
ll
e
n
t
tea
c
h
e
rs
lea
d
in
g
th
e
wa
y
:
h
o
w
t
o
c
u
lt
iv
a
te
tea
c
h
e
r
lea
d
e
rsh
ip
,
”
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id
d
le
S
c
h
o
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l
J
o
u
rn
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l
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l
.
4
1
,
n
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.
4
,
p
p
.
3
6
–
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,
2
0
1
0
.
[5
]
Ho
q
u
e
,
Ka
z
i
En
a
m
u
l,
e
t
a
l
.
,
“
Ex
c
e
ll
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n
t
tea
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h
e
rs
a
n
d
th
e
ir
j
o
b
sa
ti
sf
a
c
ti
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n
s :
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n
a
n
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ly
sis
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t
M
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la
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si
a
’s
sta
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d
p
o
in
t,
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ter
n
a
t
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a
l
J
o
u
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l
o
f
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m
ic
Res
e
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h
in
Pro
g
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ive
Ed
u
c
a
ti
o
n
a
n
d
De
v
e
lo
p
me
n
t
,
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l.
1
,
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o
.
4
,
p
p
.
1
-
16
,
2
0
1
2
.
[6
]
L
iu
,
S
h
u
ji
e
,
e
t
a
l
,
“
Ch
in
e
se
c
o
ll
e
g
e
stu
d
e
n
ts
p
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rc
e
p
ti
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n
s
o
f
c
h
a
ra
c
teristics
o
f
e
x
c
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ll
e
n
t
tea
c
h
e
rs,”
T
e
a
c
h
in
g
o
f
Psy
c
h
o
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g
y
,
v
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l.
4
2
,
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o
.
1
,
p
p
.
8
3
–
86
,
2
0
1
5
.
[7
]
F
e
ld
m
a
n
,
Ke
n
n
e
th
A
,
“
Id
e
n
ti
f
y
in
g
Ex
e
m
p
lar
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T
e
a
c
h
e
rs
a
n
d
T
e
a
c
h
in
g
:
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id
e
n
c
e
f
ro
m
S
tu
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e
n
t
Ra
ti
n
g
s1
,
”
In
:
P
e
rry
R.
P
.
,
S
m
a
rt
J.C.
(e
d
s)
,
T
h
e
S
c
h
o
la
rs
h
i
p
o
f
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e
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c
h
i
n
g
a
n
d
L
e
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in
g
in
Hi
g
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r
Ed
u
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ti
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n
:
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n
Evid
e
n
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-
Ba
se
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Per
sp
e
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ti
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e
.
S
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d
re
c
h
t
,
p
p
.
1
-
51
,
2
0
0
7
.
[8
]
S
a
m
m
o
n
s,
P
a
m
e
la,
e
t
a
l
.
,
“
In
sp
i
rin
g
tea
c
h
in
g
:
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rn
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g
f
ro
m
e
x
e
m
p
lar
y
p
ra
c
ti
ti
o
n
e
rs,”
J
o
u
r
n
a
l
o
f
Pro
fes
sio
n
a
l
Ca
p
it
a
l
a
n
d
Co
mm
u
n
it
y
,
v
o
l.
1
,
n
o
.
2
,
p
p
.
1
2
4
–
1
44
,
2
0
1
6
.
[9
]
M
in
istry
o
f
Ed
u
c
a
ti
o
n
M
a
lay
sia
,
“
T
e
r
m
a
d
a
n
ru
ju
k
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n
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u
r
u
c
e
m
e
rla
n
g
,
”
KPM
,
2
0
0
7
.
[1
0
]
M
in
istry
o
f
Ed
u
c
a
ti
o
n
M
a
lay
sia
,
“
M
a
la
y
sia
e
d
u
c
a
ti
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n
b
l
u
e
p
ri
n
t
-
2
0
1
3
-
2
0
2
5
,
”
KPM
,
2
0
1
3
.
[1
1
]
G
ib
b
s,
G
ra
h
a
m
,
“
Ho
w
c
a
n
p
ro
m
o
ti
n
g
e
x
c
e
ll
e
n
t
tea
c
h
e
rs
p
r
o
m
o
te
e
x
c
e
ll
e
n
t
tea
c
h
in
g
?
”
In
n
o
v
a
ti
o
n
s
in
E
d
u
c
a
ti
o
n
&
T
ra
in
i
n
g
In
ter
n
a
ti
o
n
a
l
,
v
o
l
.
3
2
,
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o
.
1
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p
p
.
7
4
–
81
,
1
9
9
5
.
[1
2
]
S
h
e
p
a
rd
,
L
o
rro
e
A
.
,
“
T
h
e
ro
le
o
f
a
ss
e
ss
m
e
n
t
in
a
lea
rn
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g
c
u
lt
u
re
,
”
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u
c
a
ti
o
n
a
l
Res
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rc
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e
r
,
v
o
l.
2
9
,
n
o
.
7
,
p
p
.
4
–
14
,
2
0
0
0
.
[1
3
]
L
a
r
k
in
,
T
e
re
sa
L
.
, “
T
h
e
stu
d
e
n
t
c
o
n
f
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re
n
c
e
:
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m
o
d
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l
o
f
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u
th
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ti
c
a
ss
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ss
m
e
n
t
,
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
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l
o
f
E
n
g
i
n
e
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rin
g
Ped
a
g
o
g
y
(
IJ
EP
)
,
v
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l.
4
,
n
o
.
2
,
p
p
.
36
-
4
6
,
2
0
1
4
.
[1
4
]
Bo
h
e
m
ia,
Eri
k
a
n
d
G
il
li
a
n
Da
v
i
so
n
,
“
A
u
th
e
n
ti
c
lea
rn
i
n
g
:
th
e
g
if
t
p
ro
jec
t’.
d
e
sig
n
a
n
d
tec
h
n
o
lo
g
y
e
d
u
c
a
t
io
n
,
”
De
sig
n
a
n
d
T
e
c
h
n
o
lo
g
y
E
d
u
c
a
t
io
n
:
A
n
I
n
ter
n
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ti
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n
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l
J
o
u
rn
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l
,
v
o
l
.
1
7
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n
o
.
2
,
p
p
.
4
9
–
61
,
2
0
1
2
.
[1
5
]
Kric
sfa
lu
s
y
,
e
t
a
l
.
,
“
In
teg
ra
ti
n
g
p
ro
b
lem
a
n
d
p
r
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t
-
b
a
se
d
lea
rn
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n
g
o
p
p
o
rtu
n
it
ies
:
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ss
e
ss
in
g
o
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tc
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m
e
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o
f
a
f
ield
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o
u
rse
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e
n
v
iro
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m
e
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t
a
n
d
su
sta
i
n
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b
il
it
y
,
”
En
v
iro
n
me
n
ta
l
Ed
u
c
a
ti
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n
Res
e
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rc
h
,
v
o
l.
2
4
,
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o
.
4
,
p
p
.
5
9
3
–
6
1
0
,
2
0
1
8
.
[1
6
]
Ko
h
,
Kim
H.
,
“
A
u
th
e
n
ti
c
A
ss
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ss
m
e
n
t
,
”
Ox
fo
rd
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n
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o
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Ed
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c
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ti
o
n
,
2
0
1
7
.
[1
7
]
He
rlo
,
Do
ri
n
,
“
P
a
ra
g
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g
y
:
a
n
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w
t
h
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in
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d
u
c
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ti
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n
,
”
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o
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rn
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Pl
u
s
Ed
u
c
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n
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l.
1
0
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n
o
.
1
,
p
p
.
3
5
–
41
,
2
0
1
4
.
[1
8
]
Na
sa
b
,
F
a
tem
e
h
G
h
a
n
a
v
a
ti
,
“
A
l
tern
a
ti
v
e
v
e
rsu
s
T
ra
d
it
io
n
a
l
A
ss
e
ss
m
e
n
t
,
”
J
o
u
rn
a
l
o
f
Ap
p
li
e
d
L
in
g
u
isti
c
s
a
n
d
L
a
n
g
u
a
g
e
Res
e
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rc
h
,
v
o
l
.
2
,
n
o
.
6
,
p
p
.
1
6
5
–
1
78
,
2
0
1
5
.
[1
9
]
Re
e
v
e
s,
T
h
o
m
a
s
C.
,
“
A
lt
e
rn
a
ti
v
e
a
ss
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ss
m
e
n
t
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p
p
ro
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f
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li
n
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v
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n
m
e
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ts
in
h
ig
h
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d
u
c
a
ti
o
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m
,
”
J
o
u
rn
a
l
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f
E
d
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C
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g
Res
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h
,
v
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l
.
2
3
,
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o
.
1
,
p
p
.
1
0
1
–
1
11
,
2
0
0
0
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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8822
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F
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[2
1
]
Nu
rw
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id
a
,
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t
a
l
.
,
“
Cleric
a
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w
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f
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c
h
e
rs :
a
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o
.
3
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2
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[2
2
]
Ch
a
rin
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Ch
a
ro
e
n
c
h
a
i,
e
t
a
l
.
,
“
T
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rs
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ch
,
”
Ed
u
c
a
ti
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Res
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Rev
iews
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v
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l.
1
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o
.
1
7
,
p
p
.
2
5
2
4
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30
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1
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[2
3
]
M
e
ti
n
,
M
u
sta
f
a
a
n
d
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li
h
Biri
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i
,
“
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nt
,
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it
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m
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l.
3
6
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o
.
1
5
9
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p
p
.
1
4
1
–
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54
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2
0
1
1
.
[2
4
]
F
a
k
h
ri,
A
b
d
.
K
h
a
li
l,
a
n
d
Aw
a
n
g
M
o
h
d
Isa
,
“
T
e
a
c
h
e
r
Re
a
d
in
e
ss
Iss
u
e
s
in
Im
p
lem
e
n
ti
n
g
S
c
h
o
o
l
-
b
a
s
e
d
A
ss
e
s
s
m
e
n
t
,
”
EDUCAT
UM
J
o
u
rn
a
l
o
f
S
o
c
ia
l
S
c
ien
c
e
,
v
o
l.
2
,
n
o
.
1
,
p
p
.
1
–
7
,
2
0
1
6
.
[2
5
]
Yin
,
Ro
b
e
rt
K
.
,
Ca
se
stu
d
y
re
se
a
rc
h
d
e
sig
n
a
n
d
me
th
o
d
s
,
5
th
e
d
.
S
AG
E,
2
0
1
4
.
[2
6
]
Co
h
e
n
,
L
.
,
e
t
a
l
.
,
Res
e
a
rc
h
me
th
o
d
s in
e
d
u
c
a
ti
o
n
,
6
th
e
d
.
R
o
u
t
led
g
e
/T
a
y
lo
r
&
F
ra
n
c
is G
ro
u
p
,
2
0
0
7
.
[2
7
]
S
p
ra
d
ley
,
J.
P
.
,
T
h
e
e
th
n
o
g
ra
p
h
ic
in
ter
v
iew
.
Ho
lt
,
Rin
e
h
a
rt
&
W
in
sto
n
,
1
9
7
9
.
[2
8
]
S
a
y
e
d
A
h
m
a
d
Ja
v
id
M
u
ss
a
wy
,
“
A
ss
e
s
s
m
e
n
t
p
ra
c
ti
c
e
s :
S
tu
d
e
n
ts’
a
n
d
tea
c
h
e
rs’
p
e
rc
e
p
ti
o
n
s
o
f
c
las
sro
o
m
a
ss
e
ss
m
e
nt
,
”
M
a
ste
r'
s Ca
p
sto
n
e
P
ro
jec
ts,
Un
iv
e
rsity
o
f
M
a
ss
a
c
h
u
se
tt
s,
2
0
0
9
.
[2
9
]
L
u
,
Yu
a
n
d
M
a
ry
W
.
G
a
tu
a
,
“
M
e
th
o
d
o
l
o
g
ica
l
c
o
n
sid
e
ra
ti
o
n
s
f
o
r
q
u
a
li
tativ
e
re
se
a
rc
h
w
it
h
imm
i
g
r
a
n
t
p
o
p
u
latio
n
s:
les
so
n
s f
ro
m
t
w
o
stu
d
ies
,
”
Qu
a
li
t
a
ti
v
e
Rep
o
rt
,
v
o
l.
1
9
,
n
o
.
3
0
,
p
p
.
1
–
16
,
2
0
1
4
.
[3
0
]
T
h
i
Nh
a
t
Ho
,
“
A
n
e
x
p
l
o
ra
to
ry
in
v
e
stig
a
ti
o
n
o
f
th
e
p
ra
c
ti
c
e
o
f
a
ss
e
s
s
m
e
n
t
f
o
r
lea
rn
in
g
in
v
ie
tn
a
m
e
s
e
h
ig
h
e
r
e
d
u
c
a
ti
o
n
:
t
h
re
e
c
a
se
stu
d
ies
o
f
lec
tu
re
rs’ p
ra
c
ti
c
e
,
”
2
0
1
5
.
[3
1
]
P
a
tt
o
n
,
M
.
Q.
,
Q
u
a
li
ta
ti
v
e
re
se
a
rc
h
a
n
d
e
v
a
l
u
a
t
io
n
me
th
o
d
s
,
3
rd
e
d
.
S
A
G
E
P
u
b
li
c
a
ti
o
n
s,
2
0
0
2
.
[3
2
]
Birt
,
L
in
d
a
,
e
t
al
.
,
“
M
e
m
b
e
r
c
h
e
c
k
in
g
:
a
to
o
l
to
e
n
h
a
n
c
e
tr
u
stw
o
rth
in
e
ss
o
r
m
e
re
l
y
a
n
o
d
to
v
a
li
d
a
ti
o
n
?
”
Qu
a
li
t
a
ti
v
e
He
a
lt
h
Res
e
a
rc
h
,
v
o
l.
2
6
,
n
o
.
1
3
,
p
p
.
1
8
0
2
–
18
11
,
2
0
1
6
.
[3
3
]
T
h
o
m
a
s,
Da
v
id
R.
a
n
d
Ia
n
D.
Ho
d
g
e
s
,
De
sig
n
in
g
a
n
d
ma
n
a
g
in
g
y
o
u
r
re
se
a
rc
h
p
ro
jec
t :
c
o
re
k
n
o
wl
e
d
g
e
fo
r
so
c
ia
l
a
n
d
h
e
a
lt
h
re
se
a
rc
h
e
r
s
.
S
AG
E
P
u
b
li
c
a
ti
o
n
s,
2
0
1
0
.
[3
4
]
Bra
u
n
,
V
.
a
n
d
V.
Clark
e
,
S
u
c
c
e
ss
fu
l
q
u
a
li
ta
ti
v
e
re
se
a
rc
h
:
a
p
r
a
c
ti
c
a
l
g
u
i
d
e
fo
r
b
e
g
i
n
n
e
rs
.
S
A
G
E,
2
0
1
3
.
[3
5
]
V
a
n
V
ieg
e
n
S
ti
ll
e
,
S
a
sk
ia,
e
t
a
l
.
,
“
Bu
il
d
i
n
g
T
e
a
c
h
e
rs’
a
ss
e
ss
m
e
n
t
c
a
p
a
c
it
y
f
o
r
su
p
p
o
rti
n
g
e
n
g
li
sh
lan
g
u
a
g
e
le
a
rn
e
rs
th
ro
u
g
h
th
e
im
p
le
m
e
n
tatio
n
o
f
th
e
S
T
EP
lan
g
u
a
g
e
a
ss
e
s
s
m
e
n
t
in
On
tario
K
-
12
sc
h
o
o
ls
,
”
T
E
S
L
C
a
n
a
d
a
J
o
u
rn
a
l
,
v
o
l.
3
2
,
n
o
.
9
,
p
p
.
1
-
23
,
2
0
1
6
.
[3
6
]
Al
-
ru
q
e
ish
i,
M
a
im
o
u
n
a
a
n
d
S
a
l
m
a
A
l
-
h
u
m
a
id
i
,
“
A
lt
e
rn
a
ti
v
e
a
s
se
ss
m
e
n
t
a
s
p
e
rc
e
i
v
e
d
b
y
EF
L
tea
c
h
e
rs
,”
IUP
J
o
u
rn
a
l
o
f
E
n
g
li
s
h
S
tu
d
ies
,
v
o
l
.
11
,
n
o
.
3
,
p
p
.
8
8
–
1
0
2
,
2
0
1
6
.
[3
7
]
He
rrin
g
to
n
,
J.
,
“
A
u
th
e
n
t
ic
lea
rn
in
g
su
p
p
o
rted
b
y
tec
h
n
o
l
o
g
y
:
1
0
su
g
g
e
stio
n
s
a
n
d
c
a
se
s
o
f
in
teg
ra
ti
o
n
i
n
c
las
sro
o
m
s
,
”
Ed
u
c
a
ti
o
n
a
l
M
e
d
i
a
In
t
e
rn
a
t
io
n
a
l
,
v
o
l
.
4
4
,
n
o
.
3
,
p
p
.
2
1
9
–
36
,
2
0
0
7
.
[3
8
]
M
a
ril
y
n
L
o
m
b
a
rd
i
,
“
M
a
k
in
g
th
e
g
ra
d
e
:
T
h
e
ro
le
o
f
a
ss
e
ss
m
e
n
t
in
a
u
th
e
n
ti
c
lea
rn
i
n
g
,
”
EDUCA
USE
Lea
rn
in
g
In
it
iativ
e
(EL
I)
,
2
0
0
8
.
[3
9
]
A
rc
h
b
a
ld
,
Do
u
g
A
.
a
n
d
M
.
Ne
u
m
a
n
n
F
re
d
,
Bey
o
n
d
st
a
n
d
a
rd
ize
d
tes
ti
n
g
:
a
ss
e
ss
in
g
a
u
t
h
e
n
ti
c
a
c
a
d
e
mic
a
c
h
iev
e
me
n
t
in
th
e
se
c
o
n
d
a
ry
sc
h
o
o
l
.
Na
ti
o
n
a
l
A
ss
o
c
iatio
n
o
f
S
e
c
o
n
d
a
ry
S
c
h
o
o
l
P
rin
c
i
p
a
ls
,
1
9
8
8
.
[4
0
]
Ca
m
p
b
e
ll
,
Da
v
id
.
,
“
A
u
th
e
n
ti
c
a
ss
e
ss
m
e
n
t
a
n
d
a
u
t
h
e
n
ti
c
sta
n
d
a
rd
s
,
”
Ph
i
De
lt
a
K
a
p
p
a
n
,
v
o
l.
8
1
,
n
o
.
5
,
p
p
.
4
0
5
–
08
,
2
0
0
0
.
[4
1
]
S
a
n
g
m
e
ister,
Ju
li
a
,
“
Co
m
m
e
rc
ial
c
o
m
p
e
ten
c
e
:
c
o
m
p
a
rin
g
tes
t
re
s
u
lt
s
o
f
p
a
p
e
r‑
a
n
d
‑
p
e
n
c
il
v
e
rsu
s
c
o
m
p
u
ter‑b
a
se
d
a
ss
e
ss
m
e
n
ts
,
”
Emp
irica
l
Res
e
a
rc
h
in
Vo
c
a
ti
o
n
a
l
Ed
u
c
a
ti
o
n
a
n
d
T
r
a
in
i
n
g
,
v
o
l.
9
,
n
o
.
3
,
p
p
.
1
-
19
,
2
0
1
7
.
[4
2
]
S
e
rin
,
G
ö
k
h
a
n
,
“
A
lt
e
rn
a
ti
v
e
a
ss
e
ss
m
e
n
t
p
ra
c
ti
c
e
s
o
f
a
c
las
sro
o
m
tea
c
h
e
r:
a
li
g
n
m
e
n
t
w
it
h
re
f
o
r
m
-
b
a
s
e
d
sc
ien
c
e
c
u
rricu
lu
m
,
”
Eu
ra
si
a
J
o
u
rn
a
l
o
f
M
a
th
e
ma
ti
c
s,
S
c
ien
c
e
a
n
d
T
e
c
h
n
o
lo
g
y
Ed
u
c
a
ti
o
n
,
v
o
l.
1
1
,
n
o
.
2
,
p
p
.
2
7
7
–
97
,
2
0
1
5
.
[4
3
]
Bru
c
e
,
B.
,
e
t
a
l
.
,
“
De
f
in
in
g
a
u
t
h
e
n
ti
c
c
las
sro
o
m
a
ss
e
ss
m
e
n
t
,
”
Pra
c
ti
c
a
l
Asse
ss
me
n
t,
Res
e
a
rc
h
&
Eva
lu
a
ti
o
n
,
v
o
l
.
1
7
,
n
o
.
2
,
p
p
.
1
-
1
8
,
2
0
1
2
.
[4
4
]
Ra
z
m
a
wa
t
y
,
M
o
h
a
m
e
d
a
n
d
L
e
b
a
r
Oth
m
a
n
,
“
A
u
th
e
n
ti
c
a
ss
e
ss
m
e
n
t
in
a
ss
e
ss
in
g
h
ig
h
e
r
o
r
d
e
r
t
h
in
k
in
g
sk
il
ls
,
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
Ac
a
d
e
mi
c
Res
e
a
rc
h
in
B
u
sin
e
ss
a
n
d
S
o
c
i
a
l
S
c
ien
c
e
s
,
v
o
l
.
7
,
n
o
.
2
,
p
p
.
4
6
6
–
76
,
2
0
1
7
.
[4
5
]
M
u
h
a
m
m
a
d
No
o
r
a
n
d
Nu
ra
h
im
a
h
,
“
Im
p
ro
v
in
g
p
ro
c
e
ss
w
rit
in
g
w
it
h
t
h
e
u
se
o
f
a
u
th
e
n
ti
c
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
Eva
l
u
a
ti
o
n
a
n
d
Res
e
a
rc
h
in
Ed
u
c
a
ti
o
n
,
v
o
l.
5
,
n
o
.
3
,
p
p
.
2
0
0
–
2
04
,
2
0
1
6
.
[4
6
]
S
p
il
ler,
D
o
ro
th
y
,
Asse
ss
me
n
t
ma
tt
e
rs
:
se
lf
-
a
ss
e
ss
m
e
n
t
a
n
d
p
e
e
r
a
ss
e
ss
me
n
t
,
T
e
a
c
h
in
g
De
v
e
lo
p
m
e
n
t
,
2
0
1
2
.
[4
7
]
M
u
h
a
m
m
a
d
No
o
r
a
n
d
N
u
ra
h
im
a
h
,
“
Ex
p
e
rien
c
e
s
o
f
u
si
n
g
a
u
th
e
n
ti
c
a
ss
e
ss
m
e
n
t
w
it
h
e
n
g
li
sh
l
a
n
g
u
a
g
e
y
o
u
n
g
lea
rn
e
rs
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
Aca
d
e
mic
Res
e
a
rc
h
in
B
u
sin
e
ss
a
n
d
S
o
c
ia
l
S
c
ien
c
e
s
,
v
o
l.
8
,
n
o
.
9
,
p
p
.
3
7
5
-
3
8
4
,
2
0
1
8
.
[4
8
]
L
e
e
Y
e
n
n
a
n
d
J.
S
im
o
n
R
o
f
e
.
“
P
a
ra
g
o
g
y
a
n
d
F
li
p
p
e
d
A
ss
e
ss
m
e
n
t :
Ex
p
e
rien
c
e
o
f
De
sig
n
in
g
a
n
d
Ru
n
n
in
g
a
M
OO
C
o
n
Re
se
a
rc
h
M
e
th
o
d
s,
”
O
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