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I
J
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14
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,
Feb
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20
25
,
p
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.
365
~
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Sep
2
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Th
is
st
u
d
y
i
n
v
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sti
g
a
tes
th
e
issu
e
s
M
a
lay
lan
g
u
a
g
e
tea
c
h
e
rs
i
n
M
a
lay
sia
Na
ti
o
n
a
l
Ty
p
e
s
Ch
in
e
se
S
c
h
o
o
l
(
S
JK
C)
re
g
a
rd
in
g
th
e
i
n
c
o
n
siste
n
t
a
p
p
li
c
a
ti
o
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a
ss
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ss
m
e
n
t
fo
r
lea
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in
g
(Af
L)
p
ra
c
ti
c
e
s,
th
e
p
e
rsiste
n
c
e
o
f
trad
it
i
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a
l
tea
c
h
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c
e
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tere
d
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a
n
d
t
h
e
c
h
a
ll
e
n
g
e
o
f
a
li
g
n
i
n
g
Af
L
p
ra
c
ti
c
e
s
with
c
u
rricu
l
u
m
sta
n
d
a
rd
s
a
n
d
a
ss
e
ss
m
e
n
t
c
rit
e
ria.
Th
e
se
issu
e
s
h
a
v
e
a
c
rit
ica
l
im
p
a
c
t
o
n
th
e
e
ffe
c
ti
v
e
n
e
ss
o
f
a
ss
e
ss
m
e
n
t,
tea
c
h
in
g
,
a
n
d
lea
rn
i
n
g
.
G
iv
e
n
AfL
’
s
p
o
ten
ti
a
l
to
a
d
d
re
ss
e
d
u
c
a
ti
o
n
a
l
c
h
a
ll
e
n
g
e
s
a
n
d
e
n
h
a
n
c
e
stu
d
e
n
t
o
u
tco
m
e
s,
th
is
stu
d
y
is
h
ig
h
ly
re
lev
a
n
t.
T
o
a
c
h
iev
e
th
is
g
o
a
l,
a
q
u
a
li
tativ
e
c
a
se
stu
d
y
d
e
sig
n
a
p
p
ro
a
c
h
,
six
p
a
rti
c
ip
a
n
ts
we
re
se
le
c
ted
u
sin
g
t
h
e
fo
ll
o
win
g
c
rit
e
ria
in
p
u
rp
o
siv
e
sa
m
p
li
n
g
,
u
s
i
n
g
d
a
ta
g
a
th
e
re
d
fro
m
in
-
d
e
p
t
h
se
m
i
-
stru
c
tu
re
d
i
n
terv
iew
s,
in
fo
rm
a
l
c
o
n
v
e
rsa
ti
o
n
s,
les
so
n
p
lan
s
a
n
d
a
ss
e
ss
m
e
n
t
m
e
th
o
d
s
.
Th
e
m
a
ti
c
a
n
a
ly
sis
c
o
n
d
u
c
ted
u
sin
g
Atlas
.
ti
,
re
v
e
a
led
th
re
e
m
a
in
th
e
m
e
s:
k
n
o
wle
d
g
e
o
f
AfL,
AfL
p
ra
c
ti
c
e
,
a
n
d
o
b
sta
c
les
a
n
d
c
h
a
ll
e
n
g
e
s.
Th
e
re
su
lt
s
sh
o
w
th
a
t
m
o
st
tea
c
h
e
rs
p
rima
ril
y
u
se
b
e
li
e
f
AfL
to
im
p
ro
v
e
stu
d
e
n
t
o
u
tc
o
m
e
s,
b
u
t
th
e
re
a
re
sig
n
ifi
c
a
n
t
d
iffere
n
c
e
s
b
e
twe
e
n
b
e
li
e
fs
a
n
d
p
ra
c
ti
c
e
s.
M
o
re
o
v
e
r
,
lac
k
o
f
k
n
o
wle
d
g
e
wh
ich
p
o
se
s
c
h
a
ll
e
n
g
e
s
d
u
e
to
sh
if
ts
i
n
c
u
rricu
l
u
m
sta
n
d
a
rd
s
a
n
d
a
ss
e
ss
m
e
n
t
a
d
m
in
istratio
n
i
n
sc
h
o
o
l.
G
iv
e
n
t
h
e
re
su
lt
s,
su
g
g
e
sti
o
n
s
e
m
b
e
d
d
in
g
AfL
p
ri
n
c
ip
le
in
to
AfL
p
ra
c
ti
c
e
s
to
d
e
v
e
lo
p
a
n
o
b
jec
ti
v
e
fra
m
e
wo
rk
fo
r
AfL
a
n
d
trac
k
in
g
se
c
o
n
d
la
n
g
u
a
g
e
lea
rn
e
rs
’
lan
g
u
a
g
e
p
ro
ficie
n
c
y
a
n
d
p
r
o
g
re
ss
,
imp
r
o
v
i
n
g
lea
rn
in
g
o
u
tco
m
e
s
a
n
d
lan
g
u
a
g
e
a
c
q
u
isit
io
n
.
K
ey
w
o
r
d
s
:
Ass
es
s
m
en
t f
o
r
lear
n
in
g
Ass
es
s
m
en
t f
o
r
lear
n
in
g
p
r
ac
tice
C
h
allen
g
es in
ass
es
s
m
en
t
Ma
lay
lan
g
u
ag
e
teac
h
in
g
Natio
n
al
T
y
p
e
C
h
in
ese
Sch
o
o
l
T
ea
ch
er
b
elief
s
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
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-
SA
li
c
e
n
se
.
C
o
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r
e
s
p
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A
uth
o
r
:
Z
aim
u
ar
if
f
u
d
in
Sh
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Facu
lty
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ca
tio
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L
a
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a
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C
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m
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,
Un
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s
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Sar
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9
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Ko
ta
Sam
ar
ah
a
n
,
Sar
a
wak
,
Ma
lay
s
ia
E
m
ail:
n
za
im
@
u
n
im
as.m
y
1.
I
NT
RO
D
UCT
I
O
N
R
ec
en
tly
teac
h
er
s
wo
r
k
ed
to
e
n
h
an
ce
s
tu
d
en
ts
’
o
u
tco
m
es
[
1
]
b
y
im
p
lem
e
n
tin
g
ef
f
ec
tiv
e
a
s
s
es
s
m
en
t
f
o
r
lea
r
n
in
g
(
Af
L
)
also
k
n
o
wn
as
f
o
r
m
ativ
e
ass
ess
m
en
t
in
e
d
u
ca
tio
n
al
ass
ess
m
en
t
[
2
]
.
B
la
ck
an
d
W
illi
am
[
3
]
d
is
co
v
er
ed
th
at
em
b
ed
d
i
n
g
a
s
s
es
s
m
en
ts
in
to
class
r
o
o
m
ac
tiv
ities
m
ig
h
t
im
p
r
o
v
e
lear
n
in
g
o
u
tco
m
es
an
d
p
r
o
m
o
te
s
tu
d
e
n
t
ac
ad
em
ic
ac
h
iev
em
en
t
[
4
]
.
T
h
is
s
ce
n
ar
io
is
a
wid
ely
s
tu
d
ies
p
r
ac
tice
o
f
Af
L
is
cr
u
cial
in
p
r
o
m
o
tin
g
s
tu
d
en
ts
’
lear
n
in
g
a
d
v
an
ce
m
e
n
t.
Hen
ce
,
teac
h
er
s
n
ee
d
to
d
is
tin
g
u
is
h
b
etwe
en
ass
ess
m
en
t
as
lear
n
in
g
(
AaL
)
,
ass
ess
m
en
t
o
f
lear
n
in
g
(
Ao
L
)
,
an
d
Af
L
to
cr
ea
te
s
u
itab
le
ass
es
s
m
en
t
ac
tiv
ities
th
at
f
ac
ilit
ate
s
u
cc
es
s
f
u
l
lear
n
in
g
o
u
tco
m
es
[
5
]
.
Mo
s
tly
,
p
r
ev
io
u
s
s
tu
d
ies
s
aid
Af
L
is
a
co
m
p
lex
im
p
lem
en
tatio
n
[
4
]
.
Af
L
s
er
v
es
s
ev
er
al
p
u
r
p
o
s
es,
b
u
t
it
ca
n
b
e
ch
allen
g
in
g
to
p
u
t
in
to
p
r
ac
tice
d
u
e
to
its
co
m
p
lex
ity
[
6
]
.
Pro
g
r
ess
o
cc
u
r
s
wh
en
s
tu
d
en
ts
ar
e
awa
r
e
o
f
wh
at
th
ey
m
u
s
t
d
o
to
en
h
an
ce
th
eir
lear
n
i
n
g
,
h
a
v
e
a
clea
r
u
n
d
er
s
tan
d
in
g
o
f
it,
an
d
ar
e
allo
wed
th
e
tim
e
to
m
ak
e
t
h
e
r
e
q
u
ir
ed
ad
ju
s
tm
en
ts
to
im
p
r
o
v
e
th
eir
lear
n
i
n
g
jo
u
r
n
ey
[
3
]
.
T
h
is
co
n
ce
p
t
al
ig
n
s
with
th
e
latest
d
ev
elo
p
m
e
n
ts
in
ed
u
ca
tio
n
al
ass
e
s
s
m
en
t
r
esear
ch
[
7
]
.
Af
L
in
v
o
lv
es
id
en
tify
in
g
an
d
d
iag
n
o
s
in
g
s
tu
d
en
ts
’
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
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
365
-
372
366
lear
n
in
g
n
ee
d
s
to
s
u
p
p
o
r
t
co
n
tin
u
o
u
s
im
p
r
o
v
e
m
en
t
th
r
o
u
g
h
o
u
t
th
e
lear
n
in
g
p
r
o
ce
s
s
.
T
h
er
e
f
o
r
e,
teac
h
er
s
n
ee
d
to
h
av
e
a
s
tr
o
n
g
u
n
d
er
s
tan
d
i
n
g
o
f
ass
ess
m
en
t
to
im
p
r
o
v
e
class
r
o
o
m
in
s
tr
u
ctio
n
an
d
s
tu
d
en
t
o
u
tco
m
es
[
8
]
.
T
ea
ch
er
s
s
h
o
u
ld
p
r
io
r
itize
g
ain
in
g
k
n
o
wled
g
e
an
d
e
x
p
er
tis
e
in
Af
L
b
ec
au
s
e
s
tu
d
en
ts
’
o
u
tco
m
e
is
ev
alu
ated
th
r
o
u
g
h
ass
ess
m
en
t
task
s
[
9
]
.
Fu
r
th
er
m
o
r
e
,
teac
h
e
r
s
’
ass
ess
m
en
t
liter
ac
y
in
clu
d
es
a
f
o
c
u
s
o
n
th
eir
k
n
o
wled
g
e
o
f
ass
ess
m
en
t,
ass
e
s
s
m
en
t
m
e
th
o
d
s
u
s
ed
,
an
d
t
h
e
f
ee
d
b
ac
k
t
h
ey
p
r
o
v
id
e
o
n
class
r
o
o
m
ass
ess
m
en
t
task
s
[
1
0
]
.
T
ea
ch
er
s
ar
e
r
e
q
u
ir
e
d
to
u
n
d
er
s
tan
d
d
if
f
er
en
t
ass
ess
m
en
t
m
eth
o
d
s
,
in
cl
u
d
in
g
ev
alu
a
tin
g
lear
n
in
g
an
d
s
u
p
p
o
r
tin
g
lear
n
in
g
,
to
u
s
e
ef
f
ec
tiv
e
ass
ess
m
en
t s
tr
ateg
ies th
at
ca
n
en
h
a
n
ce
f
u
tu
r
e
lear
n
i
n
g
o
u
tco
m
es
[
1
1
]
.
R
esear
ch
by
W
an
g
et
a
l
.
[
1
2
]
r
ev
ea
led
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
b
etwe
en
b
elief
s
an
d
ass
es
s
m
en
t
p
r
ac
tices.
A
teac
h
er
’
s
r
eg
u
la
r
p
r
ac
tice
o
f
Ao
L
was
m
o
r
e
co
m
m
o
n
t
h
an
A
f
L
.
Fo
r
ex
am
p
le
,
a
wr
itin
g
task
u
s
ed
s
u
m
m
ativ
e
ju
d
g
m
e
n
ts
r
eg
ar
d
i
n
g
wr
itin
g
p
e
r
f
o
r
m
an
ce
b
ased
o
n
m
ar
k
s
in
r
u
b
r
ics
[
1
2
]
.
T
h
er
e
is
a
d
ee
p
ly
r
o
o
ted
cu
ltu
r
e
o
f
tr
ad
itio
n
al
ass
ess
m
e
n
t
p
r
ac
tices,
in
wh
ich
s
u
cc
ess
i
s
m
ea
s
u
r
ed
b
y
g
r
ad
es
an
d
test
s
co
r
es.
T
h
is
cu
ltu
r
e
ca
n
cr
ea
te
r
esis
tan
ce
to
ad
o
p
ti
n
g
Af
L
p
r
ac
tices,
w
h
ich
m
a
y
b
e
p
er
ce
i
v
ed
as
less
r
ig
o
r
o
u
s
o
r
o
b
jectiv
e.
I
n
o
t
h
er
s
tu
d
ies,
Sch
u
t
et
a
l.
[
1
3
]
s
h
o
w
ed
th
at
teac
h
er
s
p
er
ce
iv
e
p
r
o
g
r
am
m
atic
ass
ess
m
en
t
as
b
en
ef
icial.
T
h
ey
also
ac
k
n
o
wled
g
e
th
e
im
p
licatio
n
s
o
f
ass
ess
m
en
t
p
r
ac
tices
o
n
th
eir
p
r
o
f
ess
io
n
al
p
er
f
o
r
m
an
ce
[
1
3
]
an
d
d
if
f
e
r
en
ce
s
in
en
ac
tm
en
t
b
y
teac
h
er
s
ex
p
l
ain
a
m
ain
p
ar
t
o
f
th
e
d
if
f
er
e
n
ce
s
in
ef
f
ec
t
lar
g
e
class
s
ize
s
,
tim
e,
in
s
u
f
f
icien
t
tr
an
s
p
ar
en
cy
in
ass
ess
m
en
t,
a
n
d
in
ter
n
al
a
n
d
ex
ter
n
al
s
u
m
m
ativ
e
ass
ess
m
en
t
i
s
s
u
es
o
n
s
tu
d
en
t
lear
n
in
g
[
1
4
]
.
Du
e
to
its
co
m
p
r
eh
en
s
iv
e
ap
p
r
o
ac
h
,
wh
ich
in
teg
r
ates
m
u
ltip
le
ass
es
s
m
en
ts
o
v
er
tim
e
to
p
r
o
v
id
e
a
m
o
r
e
h
o
lis
tic
ass
es
s
m
en
t o
f
s
tu
d
en
t le
a
r
n
in
g
.
T
h
ese
im
p
licatio
n
s
in
clu
d
e
i
n
cr
ea
s
ed
wo
r
k
lo
ad
an
d
p
o
ten
tia
l stre
s
s
,
wh
ich
ca
n
af
f
ec
t
th
eir
teac
h
in
g
ef
f
icac
y
a
n
d
jo
b
s
atis
f
ac
tio
n
.
Ad
d
itio
n
al
ly
,
th
er
e
is
a
d
is
co
n
n
ec
t
b
etwe
en
teac
h
er
s
’
b
elief
s
th
at
Af
L
is
tim
e
-
co
n
s
u
m
in
g
an
d
ch
alle
n
g
in
g
to
a
p
p
ly
,
an
d
th
e
b
en
ef
icial
im
p
ac
t
th
ese
p
r
in
cip
les
h
av
e
o
n
s
tu
d
en
ts
’
lear
n
in
g
[
1
5
]
.
R
esear
ch
b
y
Kleij
et
a
l
.
[
1
6
]
r
ep
o
r
te
d
th
at
f
ee
d
b
ac
k
p
e
r
c
ep
tio
n
s
an
d
f
ee
d
b
ac
k
ef
f
ec
tiv
en
ess
ar
e
co
n
tex
ts
-
,
s
u
b
ject
-
,
an
d
in
d
iv
i
d
u
al
-
d
ep
e
n
d
en
t.
T
h
e
k
ey
f
in
d
i
n
g
s
in
d
icate
th
at
s
tu
d
en
ts
n
ee
d
ed
h
elp
to
id
e
n
tify
q
u
ite
a
b
it o
f
th
e
f
ee
d
b
ac
k
p
r
o
v
id
ed
b
y
th
eir
teac
h
er
s
.
Fu
r
th
e
r
m
o
r
e,
ev
e
n
wh
en
th
ey
d
id
r
ec
o
g
n
ize
th
e
in
p
u
t,
it
co
u
ld
h
a
v
e
b
ee
n
m
o
r
e
f
r
e
q
u
en
tly
in
ter
p
r
eted
in
t
h
e
wa
y
th
e
teac
h
er
in
ten
d
e
d
it.
I
n
m
ath
em
atics,
th
e
u
n
d
er
s
tan
d
i
n
g
an
d
p
e
r
ce
p
tio
n
o
f
f
ee
d
b
ac
k
we
r
e
m
o
r
e
f
r
e
q
u
e
n
t
an
d
alig
n
ed
with
its
in
ten
d
e
d
u
s
e
th
an
in
E
n
g
lis
h
[
1
6
]
.
Ass
ess
m
en
t
f
ee
d
b
ac
k
is
an
im
p
o
r
ta
n
t
asp
ec
t
o
f
teac
h
er
ass
es
s
m
en
t
liter
ac
y
,
wh
ich
ca
n
b
e
u
n
d
er
s
to
o
d
in
th
r
ee
in
ter
r
elate
d
d
im
e
n
s
io
n
s
:
co
n
ce
p
tu
al
in
ter
m
s
o
f
c
o
n
ce
p
tio
n
s
teac
h
er
s
h
av
e
o
f
f
ee
d
b
ac
k
,
p
r
ag
m
atic
r
eg
ar
d
in
g
f
ee
d
b
ac
k
p
r
ac
tice,
an
d
s
o
cio
-
em
o
tio
n
al,
wh
ich
r
elate
s
to
h
o
w
teac
h
er
s
atten
d
to
t
h
e
em
o
tio
n
al
d
y
n
am
ics
o
f
ass
ess
m
en
t
f
r
o
m
th
e
s
tu
d
en
t’
s
p
er
s
p
ec
tiv
e
[
1
7
]
.
Ad
d
itio
n
ally
,
m
ea
s
u
r
es
to
r
ed
u
ce
lan
g
u
ag
e
-
r
elate
d
in
ter
f
er
en
ce
ar
e
cr
u
cial
to
m
in
im
ize
co
n
s
tr
u
ct
-
ir
r
elev
an
t
v
ar
ian
ce
an
d
en
s
u
r
e
th
at
f
ee
d
b
ac
k
is
ac
cu
r
ately
u
n
d
er
s
to
o
d
an
d
u
tili
ze
d
b
y
s
tu
d
en
ts
[
1
8
]
.
T
ea
ch
er
s
n
ee
d
a
h
o
lis
tic
u
n
d
er
s
tan
d
in
g
o
f
f
ee
d
b
ac
k
th
at
g
o
es b
ey
o
n
d
ju
s
t p
r
o
v
id
in
g
co
m
m
e
n
ts
.
T
h
ey
m
u
s
t
co
n
s
id
er
th
e
th
eo
r
etica
l
u
n
d
er
p
in
n
in
g
s
o
f
f
ee
d
b
ac
k
,
im
p
lem
en
t
ef
f
ec
tiv
e
Af
L
p
r
ac
tices,
an
d
b
e
attu
n
ed
t
o
s
tu
d
en
ts
'
em
o
tio
n
al
r
esp
o
n
s
es.
Dev
elo
p
in
g
co
m
p
r
e
h
en
s
iv
e
co
m
p
ete
n
cies
is
ch
allen
g
i
n
g
b
u
t
ess
en
tial
f
o
r
ef
f
ec
tiv
e
f
ee
d
b
ac
k
[
1
7
]
.
L
an
g
u
ag
e
p
lay
s
a
cr
u
cial
r
o
le
in
h
o
w
f
ee
d
b
ac
k
is
co
n
v
e
y
e
d
an
d
u
n
d
er
s
to
o
d
.
Dif
f
er
en
ce
s
in
lan
g
u
ag
e
p
r
o
f
icien
cy
,
ter
m
in
o
lo
g
y
,
an
d
cu
ltu
r
al
co
n
tex
ts
ca
n
c
r
ea
te
b
a
r
r
ier
s
to
ef
f
ec
tiv
e
co
m
m
u
n
icatio
n
,
lead
in
g
to
m
is
u
n
d
er
s
tan
d
in
g
s
a
n
d
less
ef
f
ec
tiv
e
f
ee
d
b
ac
k
[
1
9
]
.
T
o
ad
d
r
ess
th
is
s
tu
d
y
,
f
o
c
u
s
o
n
Af
L
p
r
ac
tices
is
ess
en
tial,
s
u
ch
as
th
e
Af
L
f
iv
e
p
r
i
n
cip
les
wh
ich
ar
e
:
i)
s
h
ar
in
g
lear
n
in
g
g
o
als
with
s
tu
d
en
ts
;
ii)
h
elp
in
g
s
tu
d
en
ts
u
n
d
e
r
s
tan
d
th
e
s
tan
d
ar
d
th
ey
wer
e
wo
r
k
in
g
to
war
d
;
iii)
in
v
o
l
v
in
g
s
tu
d
en
ts
in
ass
es
s
m
en
t
(
p
ee
r
to
p
ee
r
a
n
d
s
elf
-
ass
ess
m
en
t)
;
iv
)
teac
h
er
s
p
r
o
v
id
in
g
f
ee
d
b
ac
k
th
at
h
elp
s
;
an
d
v
)
cr
ea
tin
g
a
s
u
p
p
o
r
tiv
e
class
r
o
o
m
cu
ltu
r
e
wh
er
e
m
is
tak
e
is
a
n
atu
r
al
p
a
r
t o
f
lear
n
in
g
an
d
wh
er
e
ca
n
im
p
r
o
v
e
[
2
0
]
.
I
t
is
cr
u
cial
to
th
o
r
o
u
g
h
ly
e
x
p
l
o
r
e
th
e
Af
L
p
r
ac
tices
o
f
Ma
lay
lan
g
u
ag
e
as
a
s
ec
o
n
d
lan
g
u
ag
e
(
L
2
)
[
2
1
]
am
o
n
g
teac
h
er
s
i
n
Ma
lay
s
ia
Natio
n
al
T
y
p
es
C
h
in
ese
Sch
o
o
l
(
SJ
KC
)
to
g
ain
a
d
ee
p
er
u
n
d
er
s
tan
d
in
g
o
f
t
h
e
s
u
b
ject
[
2
2
]
.
T
h
er
ef
o
r
e,
th
is
s
tu
d
y
’
s
o
b
jectiv
e
was
to
i
n
v
esti
g
ate
Ma
lay
lan
g
u
ag
e
teac
h
er
s
in
SJ
KC
u
s
e
Af
L
p
r
ac
tices in
th
e
class
r
o
o
m
.
T
o
ac
h
iev
e
th
is
g
o
al,
two
r
esear
c
h
q
u
esti
o
n
s
wer
e
f
o
r
m
u
lated
to
g
u
id
e
th
e
s
tu
d
y
:
-
Ho
w
is
th
e
im
p
lem
en
tatio
n
ass
ess
m
en
t
o
f
lear
n
in
g
p
r
ac
tices
f
o
r
Ma
lay
lan
g
u
ag
e
teac
h
er
s
in
th
e
co
n
tex
t
o
f
class
r
o
o
m
-
b
ased
ass
ess
m
en
t?
-
W
h
at
p
o
ten
tial
o
b
s
tacle
s
an
d
ch
allen
g
es
co
u
ld
a
r
is
e
d
u
r
in
g
th
e
im
p
lem
en
tatio
n
o
f
Af
L
i
n
th
e
co
n
tex
t
o
f
class
r
o
o
m
-
b
ased
ass
ess
m
en
t?
Mo
r
eo
v
er
,
th
e
r
esear
ch
r
esu
lts
will
s
h
o
w
th
e
im
p
lem
en
tatio
n
an
d
u
n
d
er
s
tan
d
in
g
o
f
Af
L
p
r
a
ctice
in
th
e
Ma
lay
lan
g
u
ag
e
at
SJ
KC
,
as we
ll a
s
a
d
d
r
ess
o
b
s
tacle
s
an
d
ch
allen
g
e
s
in
th
e
ass
ess
m
en
t c
las
s
r
o
o
m
.
2.
CO
NCEPT
UAL F
R
AM
E
W
O
RK
S AN
D
T
H
E
O
R
I
E
S O
N
A
F
L
P
RAC
T
I
C
E
Mu
ltip
le
th
eo
r
ies,
m
o
d
els,
an
d
co
n
ce
p
t
u
al
f
r
am
ewo
r
k
s
h
av
e
b
ee
n
u
tili
ze
d
to
s
tu
d
y
Af
L
with
a
f
o
cu
s
o
n
s
tu
d
en
t
-
ce
n
ter
ed
lear
n
i
n
g
[
2
3
]
.
T
h
is
r
esear
ch
b
ased
o
n
s
y
s
tem
atica
lly
o
u
tlin
es
th
e
m
o
d
el
o
f
Af
L
b
y
B
lack
an
d
W
illi
am
[
2
4
]
,
[
2
5
]
an
d
co
n
ce
p
tu
al
f
r
am
ewo
r
k
s
o
f
co
n
s
tr
u
ctiv
is
t
an
d
s
o
cial
c
o
n
s
tr
u
ctiv
is
t
th
eo
r
ies
b
y
Vy
g
o
ts
k
y
[
2
6
]
,
[
2
7
]
th
at
ca
n
b
e
u
s
ed
to
ass
ess
an
d
im
p
r
o
v
e
s
tu
d
en
t
o
u
tc
o
m
e
p
r
ac
tices
in
lin
e
with
th
e
d
esire
d
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
A
s
s
ess
men
t fo
r
lea
r
n
in
g
p
r
a
ctice
s
a
mo
n
g
Ma
la
y
l
a
n
g
u
a
g
e
te
a
ch
ers
in
Ma
la
ysia
…
(
S
iti A
is
h
a
h
Wa
n
Oya
)
367
g
o
al
[
5
]
.
I
n
th
e
m
o
o
d
el
o
f
Af
L
b
y
B
lack
an
d
W
illi
am
[
2
4
]
,
[
2
5
]
,
teac
h
er
s
ar
e
r
eq
u
ir
ed
to
g
ath
er
d
ata
o
n
b
o
th
th
e
lear
n
in
g
p
r
o
g
r
ess
o
f
s
tu
d
e
n
ts
an
d
th
eir
teac
h
in
g
m
eth
o
d
s
[
1
0
]
;
it
is
im
p
o
r
tan
t
to
i
n
v
o
l
v
e
th
em
in
ac
tiv
ities
s
u
ch
as
s
elf
-
an
d
p
ee
r
-
ass
ess
m
en
t,
m
ain
tain
in
g
p
o
r
tf
o
li
o
s
,
en
g
ag
in
g
in
c
o
n
f
er
e
n
cin
g
,
a
n
d
p
ar
ticip
atin
g
in
s
tu
d
en
t
-
ce
n
ter
ed
ac
tiv
ities
[
2
8
]
.
Geb
r
em
a
r
iam
et
a
l.
[
9
]
in
d
icate
d
E
th
io
p
ia
’
s
ed
u
ca
tio
n
a
l
s
y
s
tem
,
th
er
e
ar
e
d
o
u
b
ts
a
b
o
u
t
th
e
e
f
f
ec
tiv
en
ess
o
f
teac
h
e
r
s
’
Af
L
p
r
ac
tices
s
ee
m
to
o
q
u
esti
o
n
a
b
le.
Mo
r
e
atte
n
tio
n
is
b
ei
n
g
p
lace
d
o
n
th
e
c
o
n
ce
p
t
o
f
f
ee
d
b
ac
k
,
e
m
p
h
asizin
g
s
tu
d
en
ts
b
ei
n
g
e
n
g
ag
ed
p
a
r
ticip
an
ts
r
ath
er
t
h
an
j
u
s
t
p
ass
iv
e
r
ec
eiv
er
s
o
f
in
f
o
r
m
atio
n
[
2
9
]
.
E
m
p
h
asiz
in
g
Af
L
ca
n
en
h
an
ce
th
e
q
u
ali
ty
o
f
lear
n
in
g
r
esu
lts
,
th
e
p
r
i
n
c
ip
les Af
L
in
v
o
lv
es
ap
p
ly
in
g
with
in
th
e
co
n
ce
p
tu
a
l f
r
am
ewo
r
k
s
o
f
co
n
s
tr
u
ctiv
is
t a
n
d
s
o
cial
co
n
s
tr
u
ctiv
is
t th
eo
r
i
es
[
2
6
]
,
[
2
7
]
.
T
h
e
Z
o
n
e
o
f
Pro
x
im
al
Dev
e
lo
p
m
en
t
(
Z
PD)
[
2
6
]
,
[
2
7
]
h
i
g
h
lig
h
ts
th
e
im
p
o
r
tan
ce
o
f
d
esig
n
in
g
a
cu
r
r
icu
lu
m
th
at
in
co
r
p
o
r
ates
in
ter
ac
tiv
e
elem
en
ts
an
d
co
n
s
i
d
er
atio
n
f
o
r
th
e
en
v
ir
o
n
m
e
n
t.
T
h
e
teac
h
er
m
u
s
t
k
n
o
w
an
y
im
p
lem
en
tatio
n
lea
r
n
in
g
in
s
ch
o
o
l
s
u
ch
as
L
2
ac
q
u
i
s
itio
n
in
g
en
er
al
an
d
i
n
lear
n
in
g
th
e
u
s
e
o
f
ad
v
er
b
s
in
p
ar
ticu
lar
[
2
6
]
,
[
2
7
]
.
T
h
e
p
o
ten
tial
ch
allen
g
es
th
at
h
av
e
b
e
en
id
en
tifie
d
in
teac
h
er
s
'
Af
L
im
p
ac
t
th
eir
teac
h
in
g
to
en
h
an
ce
s
tu
d
e
n
ts
'
lo
n
g
-
ter
m
lear
n
in
g
o
u
tco
m
es
[
3
0
]
.
Af
L
s
er
v
es two
m
ain
p
u
r
p
o
s
es: f
ir
s
t,
to
in
f
o
r
m
s
u
b
ject
teac
h
er
s
an
d
ad
m
in
is
tr
ato
r
s
a
b
o
u
t
s
tu
d
en
ts
'
p
r
o
g
r
ess
,
an
d
s
ec
o
n
d
,
to
g
iv
e
s
tu
d
e
n
ts
im
m
ed
iat
e
f
ee
d
b
ac
k
o
n
th
eir
lear
n
in
g
s
o
th
e
y
ca
n
ad
d
r
ess
an
y
g
ap
s
in
t
h
eir
u
n
d
er
s
tan
d
in
g
o
f
th
e
in
ten
d
ed
lear
n
in
g
o
u
tc
o
m
es
[
3
1
]
.
Mo
d
els
an
d
co
n
ce
p
tu
al
f
r
am
ewo
r
k
s
p
lay
a
cr
u
cial
r
o
le
i
n
p
r
o
v
id
i
n
g
in
s
ig
h
t
in
t
o
cu
ttin
g
-
ed
g
e
e
x
p
lo
r
atio
n
,
as
th
ey
co
n
n
ec
t
t
h
e
b
asic
r
esear
ch
p
r
o
ce
s
s
co
n
ce
p
tu
ally
to
t
h
e
em
p
ir
ical
in
s
ig
h
ts
r
ev
ea
led
th
r
o
u
g
h
f
in
d
in
g
s
[
3
2
]
.
T
h
is
r
esear
ch
h
i
g
h
lig
h
ts
a
n
o
b
ject
iv
e
f
r
am
ew
o
r
k
f
o
r
Af
L
p
r
ac
tice
to
en
h
an
ce
th
eir
ass
ess
m
en
t
ef
f
ec
tiv
en
ess
,
p
ar
ticu
lar
ly
co
n
ce
r
n
i
n
g
im
p
le
m
en
tin
g
Af
L
.
3.
M
E
T
H
O
D
T
h
is
s
tu
d
y
u
s
ed
a
q
u
alitativ
e
ca
s
e
s
tu
d
y
ap
p
r
o
ac
h
to
in
v
esti
g
ate
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
’
p
r
ac
tices
an
d
o
b
s
tacle
s
in
im
p
lem
en
tin
g
Af
L
[
3
3
]
.
Data
wer
e
g
ath
er
ed
th
r
o
u
g
h
in
-
d
ep
th
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
[
3
4
]
,
in
f
o
r
m
al
c
o
n
v
e
r
s
atio
n
s
[
3
5
]
,
l
ess
o
n
p
lan
s
,
an
d
ass
ess
m
en
t
m
ater
ial
[
3
4
]
.
T
h
e
s
tu
d
y
was
co
n
d
u
cte
d
with
s
ix
Ma
lay
lan
g
u
ag
e
teac
h
er
s
wh
o
wer
e
s
elec
ted
th
r
o
u
g
h
p
u
r
p
o
s
iv
e
s
am
p
lin
g
,
ch
o
s
en
b
ased
o
n
t
h
eir
k
n
o
wled
g
e
an
d
ex
p
er
ien
ce
s
g
ain
ed
f
o
r
at
least
o
n
e
y
ea
r
o
f
teac
h
in
g
Ma
lay
[
3
4
]
.
T
h
is
s
am
p
lin
g
m
eth
o
d
was
u
s
ed
to
e
n
s
u
r
e
r
ich
in
f
o
r
m
atio
n
to
h
el
p
u
n
d
er
s
tan
d
th
e
p
h
en
o
m
e
n
o
n
u
n
d
er
in
v
es
tig
atio
n
[
3
4
]
.
T
h
e
p
ar
ticip
an
ts
co
m
p
r
is
ed
t
h
r
ee
teac
h
er
s
f
r
o
m
u
r
b
a
n
s
ch
o
o
ls
an
d
th
r
ee
f
r
o
m
r
u
r
al
s
c
h
o
o
ls
[
3
4
]
.
E
ac
h
teac
h
er
was
id
e
n
tifie
d
a
s
p
ar
ticip
an
t
1
(
P1
)
,
p
ar
ticip
a
n
t
2
(
P2
)
,
p
ar
ticip
a
n
t
3
(
P3
)
,
p
ar
ticip
an
t
4
(
P4
)
,
p
ar
ticip
an
t
5
(
P5
)
,
a
n
d
p
ar
ti
cip
an
t
6
(
P6
)
[
3
4
]
.
I
n
te
r
v
ie
ws
an
d
ca
s
u
al
co
n
v
er
s
atio
n
s
wer
e
r
ec
o
r
d
e
d
a
n
d
tr
an
s
cr
ib
ed
f
o
r
th
em
atic
an
aly
s
is
[
3
6
]
to
c
o
m
p
lem
e
n
t
th
e
teac
h
er
s
’
ass
ess
m
en
t
p
r
ac
tices
f
o
r
s
tu
d
e
n
t
im
p
r
o
v
em
e
n
t
an
d
to
u
n
d
e
r
s
tan
d
th
e
d
if
f
icu
lties
th
ey
en
co
u
n
t
er
ed
in
th
eir
teac
h
in
g
[
3
7
]
.
T
h
em
atic
an
aly
s
is
was
co
n
d
u
cte
d
u
s
in
g
Atlas.ti
[
3
8
]
.
4.
RE
SU
L
T
S
AND
D
I
SS
CUS
I
O
N
T
h
is
s
ec
tio
n
p
r
esen
ts
th
e
f
in
d
in
g
s
an
d
an
aly
s
is
o
f
th
e
r
esear
ch
o
n
Af
L
p
r
ac
tices
am
o
n
g
t
ea
ch
er
s
in
SJ
K
C
.
T
h
is
s
u
b
s
ec
tio
n
is
p
r
es
en
ted
th
r
o
u
g
h
th
e
m
e
an
al
y
s
es,
wh
ich
aim
to
a
d
d
r
ess
th
e
r
esear
ch
q
u
esti
o
n
s
[
3
4
]
.
T
h
e
r
esu
lt
u
n
co
v
er
s
th
r
ee
m
ain
th
em
es.
T
h
e
in
itial
th
e
m
e
is
“
k
n
o
wled
g
e
o
f
Af
L
”
,
th
e
s
u
b
s
eq
u
en
t
t
h
em
e
is
“
Af
L
p
r
ac
tices
”
,
an
d
th
e
f
in
al
th
em
e
is
“
o
b
s
tr
u
ctio
n
s
an
d
c
h
allen
g
e
s
.
”
4
.
1
.
T
hem
e
1
:
k
no
wledg
e
o
f
Af
L
Mo
s
t
o
f
th
e
teac
h
er
s
d
e
m
o
n
s
tr
ated
a
b
asic
u
n
d
er
s
tan
d
in
g
o
f
th
e
c
o
r
e
c
o
n
ce
p
ts
o
f
Af
L
.
T
h
ey
ac
k
n
o
wled
g
e
d
Af
L
as
a
f
o
r
m
at
iv
e
p
r
o
ce
d
u
r
e
to
en
h
an
ce
s
tu
d
e
n
t
lear
n
in
g
,
r
ath
e
r
th
an
o
n
ly
ass
ess
in
g
it.
T
ea
ch
er
s
h
ig
h
lig
h
ted
k
ey
asp
ec
ts
s
u
ch
as
p
r
o
v
id
in
g
f
ee
d
b
ac
k
,
s
et
tin
g
lear
n
in
g
g
o
als,
an
d
in
v
o
lv
i
n
g
s
tu
d
en
ts
in
s
elf
-
ass
es
s
m
en
t.
T
h
e
teac
h
er
s
'
u
n
d
e
r
s
tan
d
in
g
alig
n
s
with
th
e
th
e
o
r
etica
l
f
r
am
ewo
r
k
o
f
Af
L
[
2
9
]
.
Ho
wev
er
,
th
e
d
ep
th
o
f
th
eir
th
o
u
g
h
ts
v
ar
ied
,
with
s
o
m
e
teac
h
er
s
s
h
o
win
g
lim
ited
awa
r
en
ess
o
f
th
e
b
r
o
ad
er
im
p
licatio
n
s
o
f
Af
L
f
o
r
in
s
tr
u
ctio
n
al
p
lan
n
in
g
an
d
s
t
u
d
en
t
en
g
ag
em
en
t.
E
v
en
,
th
e
q
u
esti
o
n
“Wh
at
d
o
teac
h
er
s
u
n
d
er
s
tan
d
a
b
o
u
t
ed
u
ca
tio
n
ass
ess
m
en
t?”
,
o
n
e
t
ea
ch
er
p
r
o
v
id
e
d
th
e
an
s
wer
as
:
“
I
d
o
n
’
t
u
n
d
ers
ta
n
d
a
b
o
u
t
ed
u
ca
tio
n
a
s
s
ess
men
t
.
T
h
e
ta
s
k
i
n
vo
lves
a
s
s
ess
in
g
th
e
typ
e
o
f
o
b
jective
test
p
a
p
er th
a
t h
a
s
ma
r
ks
.
”
(
P3
)
T
h
ese
r
esp
o
n
s
es h
ig
h
lig
h
t a
la
ck
o
f
f
a
m
iliar
ity
with
th
e
p
r
in
cip
les o
f
Af
L
s
u
ch
as a
n
in
co
n
s
is
ten
cy
in
its
im
p
lem
en
tatio
n
.
Nev
er
th
eless
,
m
o
r
e
th
an
h
alf
o
f
th
e
teac
h
er
s
ev
alu
ated
th
eir
u
n
d
e
r
s
tan
d
in
g
an
d
th
e
p
u
r
p
o
s
e
o
f
th
eir
lear
n
in
g
p
r
ac
tices.
Fo
r
clar
ity
,
th
e
f
o
llo
win
g
was
th
e
teac
h
er
s
’
ex
ce
r
p
ts
as:
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
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
365
-
372
368
“
Th
e
a
s
s
ess
men
t
is
co
n
d
u
cted
co
n
tin
u
o
u
s
ly
th
r
o
u
g
h
o
u
t
th
e
P
DP
C
p
erio
d
.
A
s
s
ess
men
t
is
a
l
ea
r
n
in
g
p
r
o
ce
s
s
th
a
t
in
clu
d
es
th
e
a
cti
vities
o
f
a
n
a
lyzi
n
g
,
co
llectin
g
,
r
ec
o
r
d
in
g
,
s
co
r
in
g
,
a
n
d
in
te
r
p
r
etin
g
in
fo
r
ma
tio
n
a
b
o
u
t a
s
tu
d
e
n
t's lea
r
n
in
g
fo
r
a
p
u
r
p
o
s
e
.
”
(
P2
)
T
h
e
t
ea
ch
er
s
(
P2
)
d
em
o
n
s
tr
ate
a
r
o
b
u
s
t
co
m
p
r
e
h
en
s
io
n
o
f
Af
L
as
an
o
n
g
o
in
g
p
r
o
ce
s
s
in
teg
r
al
to
k
n
o
wled
g
e,
em
p
h
asizin
g
c
o
n
ti
n
u
o
u
s
ass
ess
m
en
t
to
p
i
n
p
o
in
t
lear
n
in
g
g
ap
s
an
d
o
f
f
er
tim
ely
f
ee
d
b
ac
k
[
3
9
]
.
P2
h
ig
h
lig
h
ted
s
ev
er
al
ch
allen
g
es
in
im
p
lem
en
tin
g
Af
L
p
r
ac
tices,
in
clu
d
in
g
tim
e
co
n
s
tr
ain
ts
,
lar
g
e
class
s
izes,
an
d
cu
ltu
r
al
b
ar
r
ier
s
.
Desp
ite
a
r
o
b
u
s
t
u
n
d
e
r
s
tan
d
in
g
o
f
Af
L
,
s
y
s
tem
ic
is
s
u
es
h
in
d
er
ef
f
ec
ti
v
e
im
p
lem
en
tatio
n
,
r
eq
u
ir
in
g
tar
g
eted
in
ter
v
en
tio
n
s
an
d
p
o
licy
r
ef
o
r
m
s
to
s
u
p
p
o
r
t
teac
h
er
s
[
4
0
]
.
T
h
e
in
v
esti
g
atio
n
s
h
o
ws
teac
h
er
s
’
Af
L
k
n
o
wled
g
e
an
d
p
r
ac
tice
v
ar
y
.
So
m
e
teac
h
er
s
u
n
d
er
s
tan
d
Af
L
’
s
co
n
tin
u
al
an
d
f
o
r
m
ativ
e
n
atu
r
e,
b
u
t
o
th
er
s
n
ee
d
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t.
T
h
e
in
co
n
s
is
ten
cy
in
k
n
o
wled
g
e
an
d
p
r
ac
tice
ca
n
h
in
d
er
Af
L
'
s
ef
f
icac
y
,
as
P3
'
s
r
e
s
p
o
n
s
es
r
ef
lect
a
s
u
m
m
ativ
e
ass
es
s
m
en
t
p
er
s
p
ec
tiv
e.
T
h
e
is
s
u
es
m
en
tio
n
ed
b
y
P2
also
h
ig
h
lig
h
t
th
e
ex
ec
u
ti
o
n
o
f
s
tr
ateg
y
.
T
im
e
r
estrictio
n
s
an
d
h
u
g
e
class
s
i
ze
s
h
in
d
er
Af
L
s
tr
a
teg
y
im
p
lem
en
tatio
n
.
C
u
ltu
r
al
d
if
f
er
en
ce
s
m
ay
also
af
f
ec
t
teac
h
er
s
'
as
s
es
s
m
en
t p
r
o
ce
d
u
r
es.
T
h
ese
s
tr
ateg
ies
ch
allen
g
es m
u
s
t b
e
ad
d
r
ess
ed
th
r
o
u
g
h
s
p
ec
if
ic
in
ter
v
en
tio
n
s
to
im
p
r
o
v
e
Af
L
im
p
lem
e
n
tatio
n
.
Pro
f
ess
io
n
al
d
e
v
elo
p
m
e
n
t
s
h
o
u
ld
in
cr
ea
s
e
in
s
tr
u
cto
r
s
'
u
n
d
er
s
tan
d
in
g
o
f
Af
L
p
r
ac
tices
an
d
o
f
f
er
p
r
ac
tical
s
o
lu
tio
n
s
to
r
ec
o
g
n
ized
d
if
f
icu
l
ties
.
Po
licy
ch
an
g
es
ar
e
n
ee
d
e
d
to
en
ab
le
o
n
g
o
in
g
an
d
f
o
r
m
ativ
e
ass
ess
m
en
t.
Fin
ally
,
teac
h
er
s
h
av
e
a
b
asic
co
m
p
r
eh
en
s
io
n
o
f
Af
L
p
r
ac
tices,
b
u
t
m
an
y
g
a
p
s
an
d
o
b
s
tacle
s
r
em
ain
.
E
f
f
ec
tiv
e
Af
L
im
p
lem
e
n
tatio
n
r
eq
u
ir
es
t
h
o
r
o
u
g
h
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
an
d
s
tr
u
ctu
r
al
ass
is
tan
ce
to
ad
d
r
ess
th
ese
d
if
f
icu
lties
an
d
im
p
r
o
v
e
s
tu
d
en
t le
ar
n
in
g
.
4
.
2
.
T
hem
e
2
:
Af
L
p
ra
ct
ices
T
h
e
d
ata
an
aly
s
is
r
ev
ea
ls
s
ig
n
if
ican
t
p
r
ac
tices
th
at
co
n
tr
ib
u
te
to
a
tr
an
s
p
a
r
en
t,
s
tu
d
e
n
t
-
ce
n
ter
e
d
lear
n
in
g
en
v
ir
o
n
m
en
t,
s
u
p
p
o
r
t
in
g
an
d
m
o
tiv
atin
g
o
u
tco
m
es
f
o
r
all
lear
n
e
r
s
.
T
ea
ch
er
s
s
aid
th
ey
m
u
s
t
r
ef
e
r
to
cu
r
r
icu
lu
m
s
tan
d
a
r
d
s
to
d
eter
m
in
e
less
o
n
g
o
als,
s
tar
tin
g
wi
th
r
ev
iewin
g
s
p
ec
if
ic
lear
n
in
g
o
b
jectiv
es
f
o
r
th
eir
s
u
b
ject
an
d
lev
el
o
f
p
er
f
o
r
m
a
n
ce
.
T
h
ese
s
tan
d
a
r
d
s
o
f
f
er
a
f
r
am
ewo
r
k
o
u
tlin
in
g
wh
at
s
tu
d
e
n
ts
ar
e
ex
p
ec
te
d
to
k
n
o
w
an
d
ac
h
iev
e
b
y
th
e
e
n
d
o
f
ea
ch
less
o
n
.
Nex
t,
th
e
C
lass
r
o
o
m
Ass
es
s
m
en
t
I
m
p
lem
en
tatio
n
Gu
id
elin
es
B
o
o
k
let
p
r
o
v
id
es
f
u
ll
in
f
o
r
m
a
tio
n
o
n
t
h
ese
p
r
o
ce
d
u
r
es
to
e
n
s
u
r
e
tea
ch
er
s
h
a
v
e
a
g
u
id
e
t
o
im
p
lem
en
tin
g
th
e
ass
es
s
m
en
t.
T
y
p
ically
,
teac
h
er
s
d
o
cu
m
e
n
t
th
eir
less
o
n
p
la
n
s
an
d
teac
h
i
n
g
o
b
jectiv
es
as
t
h
eir
co
m
p
eten
cies
f
o
r
ea
ch
less
o
n
.
T
ea
ch
er
s
s
h
ar
e
lear
n
in
g
o
b
jectiv
es
with
s
tu
d
en
ts
b
ef
o
r
e
lear
n
in
g
an
d
teac
h
in
g
b
ec
au
s
e
o
f
teac
h
er
b
elief
s
.
Her
e
ar
e
s
o
m
e
o
f
th
e
e
x
ce
r
p
ts
f
r
o
m
th
e
teac
h
er
:
“
B
efo
r
e
tea
ch
in
g
a
n
d
lea
r
n
in
g
b
eg
in
,
I
w
ill
s
h
a
r
e
my
lea
r
n
in
g
o
b
jective
th
erefo
r
e
s
tu
d
en
ts
w
ill
b
e
mo
r
e
p
r
ep
a
r
ed
a
n
d
r
ea
d
y
fo
r
a
n
y
a
s
s
ess
men
t
.
”
(
P6
)
T
h
e
t
ea
ch
er
s
(
P6
)
ac
k
n
o
wled
g
e
th
at
ad
d
in
g
th
e
p
r
in
ci
p
le
o
f
Af
L
in
to
Af
L
p
r
ac
tice
will
en
h
an
ce
s
tu
d
en
ts
'
u
n
d
er
s
tan
d
i
n
g
o
f
th
eir
lear
n
i
n
g
p
r
o
g
r
ess
b
ef
o
r
e
co
m
p
letin
g
ass
ess
m
en
ts
[
4
1
]
.
T
h
e
teac
h
er
m
en
tio
n
ed
h
is
s
tu
d
en
ts
wo
u
ld
b
e
m
o
r
e
m
o
tiv
ated
.
T
h
er
ef
o
r
e,
p
r
ep
ar
in
g
teac
h
in
g
aid
s
an
d
ass
ess
m
en
t
m
eth
o
d
s
in
v
o
lv
es
ca
r
ef
u
lly
s
elec
tin
g
an
d
d
esig
n
in
g
r
eso
u
r
ce
s
th
at
alig
n
with
ass
ess
m
en
t
s
tan
d
ar
d
s
[
2
]
.
T
h
is
alig
n
m
en
t
en
s
u
r
es
th
at
teac
h
in
g
m
ater
ials
n
o
t
o
n
ly
s
u
p
p
o
r
t
th
e
lear
n
in
g
o
b
jectiv
es
b
u
t
also
f
ac
ilit
ate
th
e
ass
ess
m
en
t
o
f
s
tu
d
en
t'
s
p
r
o
g
r
ess
in
m
ee
tin
g
th
o
s
e
o
b
jectiv
es
[
4
2
]
.
E
f
f
ec
tiv
e
teac
h
in
g
ai
d
s
s
h
o
u
ld
b
e
tailo
r
ed
to
ad
d
r
ess
th
e
d
iv
e
r
s
e
n
ee
d
s
o
f
s
tu
d
en
ts
,
p
r
o
v
id
in
g
clea
r
g
u
id
a
n
ce
o
n
t
h
e
ex
p
ec
te
d
o
u
tc
o
m
es
an
d
th
e
m
ea
n
s
to
ac
h
iev
e
th
em
[
4
3
]
.
B
y
alig
n
in
g
teac
h
in
g
aid
s
with
ass
es
s
m
en
t stan
d
ar
d
s
,
teac
h
er
s
ca
n
cr
ea
te
a
m
o
r
e
s
u
p
p
o
r
tiv
e
l
ea
r
n
in
g
e
n
v
ir
o
n
m
en
t th
at
m
o
tiv
ates stu
d
en
ts
an
d
p
r
o
v
id
es c
lear
b
en
ch
m
ar
k
s
f
o
r
th
eir
ac
ad
em
ic
p
r
o
g
r
ess
[
4
4
]
.
Her
e
ar
e
s
o
m
e
o
f
th
e
ex
ce
r
p
ts
f
r
o
m
th
e
teac
h
er
:
“
If
n
ec
ess
a
r
y
a
n
d
s
u
ita
b
le
fo
r
tea
ch
in
g
a
n
d
lea
r
n
in
g
,
w
o
r
ksh
ee
ts
d
o
w
n
lo
a
d
fr
o
m
th
e
in
tern
et
.
”
(
P6
)
Ach
iev
in
g
lear
n
in
g
o
b
jectiv
e
s
an
d
en
s
u
r
i
n
g
m
ea
n
in
g
f
u
l
an
d
co
n
s
tr
u
ctiv
e
ass
ess
m
en
ts
ar
e
b
o
th
f
ac
ilit
ated
b
y
th
is
alig
n
m
en
t,
wh
ich
ev
en
tu
ally
im
p
r
o
v
es
s
tu
d
en
t
o
u
tc
o
m
es
[
4
5
]
.
T
ea
ch
er
s
u
s
ed
ex
am
p
les
o
f
s
tu
d
en
t
wo
r
k
th
at
ex
em
p
lifie
d
d
if
f
er
e
n
t
ac
h
iev
em
en
t
lev
el
s
an
d
u
s
ed
th
em
as
m
o
d
els
to
clar
if
y
lear
n
in
g
o
b
jectiv
es.
T
ea
ch
er
s
e
n
h
an
ce
s
tu
d
en
ts
'
u
n
d
er
s
tan
d
in
g
o
f
ab
s
tr
ac
t
g
o
als
b
y
o
f
f
e
r
in
g
cl
ea
r
illu
s
tr
atio
n
s
o
f
d
if
f
er
en
t
lev
els
o
f
a
cc
o
m
p
lis
h
m
en
t
an
d
p
r
o
v
id
in
g
co
n
cr
ete
b
en
ch
m
ar
k
s
f
o
r
th
eir
wo
r
k
.
A
d
d
itio
n
ally
,
c
r
ea
tin
g
r
u
b
r
ics
an
d
ch
ec
k
lis
ts
with
ex
p
licit
cr
iter
ia
f
o
r
s
u
cc
ess
h
elp
s
s
tu
d
en
ts
u
n
d
er
s
tan
d
wh
at
is
r
eq
u
ir
ed
t
o
m
ee
t
t
h
e
s
tan
d
ar
d
s
.
Her
e
ar
e
s
o
m
e
o
f
th
e
ex
ce
r
p
ts
f
r
o
m
th
e
teac
h
e
r
s
:
“
Gra
d
e
A
is
b
etw
ee
n
8
0
to
1
0
0
ma
r
ks,
g
r
a
d
e
B
b
etw
ee
n
6
0
to
7
9
,
g
r
a
d
e
C
b
etw
ee
n
4
0
to
5
9
,
g
r
a
d
e
D
b
etw
ee
n
2
0
to
3
9
a
n
d
g
r
a
d
e
E
b
etw
ee
n
1
0
to
1
9
.
”
(
P4
)
“
Wr
ite
p
r
a
is
e
co
mme
n
ts
l
ike
g
o
o
d
a
n
d
s
a
tis
fa
cto
r
y
a
n
d
ke
ep
u
p
th
e
g
o
o
d
w
o
r
k
.
”
(
P6
)
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
A
s
s
ess
men
t fo
r
lea
r
n
in
g
p
r
a
ctice
s
a
mo
n
g
Ma
la
y
l
a
n
g
u
a
g
e
te
a
ch
ers
in
Ma
la
ysia
…
(
S
iti A
is
h
a
h
Wa
n
Oya
)
369
T
h
is
ap
p
r
o
ac
h
n
o
t
o
n
ly
in
c
r
ea
s
es
s
tu
d
en
t
en
g
a
g
em
en
t
an
d
p
ar
ticip
atio
n
b
u
t
also
im
p
r
o
v
es a
ca
d
em
ic
o
u
tco
m
es
b
y
m
ak
i
n
g
lear
n
i
n
g
o
b
jectiv
es m
o
r
e
ac
ce
s
s
ib
le
an
d
attain
a
b
le
[
4
6
]
.
Mo
s
t
o
f
th
e
s
tu
d
en
ts
f
ailed
to
ac
k
n
o
wled
g
e
a
s
ig
n
if
ican
t
p
o
r
tio
n
o
f
t
h
e
f
ee
d
b
ac
k
p
r
o
v
i
d
e
d
b
y
th
ei
r
teac
h
er
s
[
1
6
]
.
I
n
m
at
h
em
atics,
f
ee
d
b
ac
k
is
m
o
r
e
f
r
e
q
u
en
tly
a
ck
n
o
wled
g
e
d
an
d
in
ter
p
r
ete
d
as
in
ten
d
ed
th
an
i
n
E
n
g
lis
h
,
an
d
i
f
s
tu
d
en
ts
d
o
n
o
t
r
ec
eiv
e
o
r
in
ter
p
r
et
f
ee
d
b
ac
k
co
r
r
ec
tly
,
it
i
s
u
n
lik
ely
to
ef
f
e
ctiv
ely
aid
lear
n
in
g
[
1
6
]
.
T
h
e
ef
f
ec
tiv
e
n
ess
o
f
f
ee
d
b
ac
k
as
a
to
o
l
f
o
r
en
h
an
cin
g
s
tu
d
en
t
lear
n
in
g
r
elies
h
ea
v
ily
o
n
th
e
s
tu
d
en
t'
s
ab
ilit
y
to
u
n
d
e
r
s
tan
d
an
d
ac
t
u
p
o
n
it
[
4
7
]
.
T
h
e
d
is
cr
ep
an
cy
in
th
e
ac
k
n
o
wled
g
m
en
t
o
f
f
ee
d
b
ac
k
b
etwe
en
s
u
b
jects,
s
u
ch
as
m
ath
em
atics
an
d
E
n
g
lis
h
,
s
u
g
g
ests
th
at
th
e
clar
ity
an
d
d
eliv
er
y
o
f
f
ee
d
b
ac
k
m
ay
v
ar
y
ac
r
o
s
s
d
is
cip
lin
es
[
4
8
]
.
I
n
th
e
f
ield
o
f
m
ath
em
atics,
wh
er
e
f
ee
d
b
ac
k
is
ty
p
ically
m
o
r
e
p
r
ec
is
e
an
d
f
o
cu
s
ed
o
n
s
tep
-
by
-
s
tep
in
s
tr
u
ctio
n
s
,
s
tu
d
en
ts
m
a
y
f
in
d
it
s
im
p
ler
to
co
m
p
r
eh
e
n
d
an
d
im
p
lem
e
n
t
th
e
g
iv
en
id
ea
s
.
C
o
n
v
er
s
ely
,
f
ee
d
b
ac
k
in
s
u
b
jects lik
e
th
e
Ma
lay
lan
g
u
ag
e,
w
h
ich
o
f
te
n
i
n
v
o
lv
es m
o
r
e
a
b
s
tr
ac
t a
n
d
s
u
b
jectiv
e
asp
ec
ts
,
m
ay
b
e
h
ar
d
er
f
o
r
s
tu
d
en
ts
to
in
t
er
p
r
et
an
d
u
s
e
ef
f
ec
tiv
ely
.
O
n
e
s
ig
n
if
ican
t
is
s
u
e
is
th
e
in
co
n
s
is
ten
cy
in
th
e
ap
p
licatio
n
o
f
ass
ess
m
en
t stan
d
ar
d
s
ac
r
o
s
s
d
if
f
er
e
n
t su
b
jects a
n
d
class
r
o
o
m
s
.
T
h
is
in
co
n
s
is
ten
cy
ca
n
lead
to
d
is
p
ar
ities
in
s
tu
d
en
t
u
n
d
er
s
tan
d
in
g
an
d
p
e
r
f
o
r
m
an
ce
,
as
s
o
m
e
s
tu
d
en
ts
m
ay
r
ec
eiv
e
m
o
r
e
p
r
ec
is
e
an
d
ac
tio
n
ab
le
f
ee
d
b
ac
k
th
an
o
th
er
s
.
Her
e
ar
e
s
o
m
e
o
f
th
e
ex
ce
r
p
t
s
f
r
o
m
th
e
teac
h
er
:
“
S
tu
d
en
ts
ch
ec
k
th
eir w
o
r
k
a
ft
er b
ein
g
ch
ec
ke
d
b
y
th
e
te
a
ch
er
.
”
(
P6
)
“
P
r
o
vid
e
s
p
a
ce
a
n
d
o
p
p
o
r
tu
n
i
ties
fo
r
s
tu
d
en
ts
to
b
e
a
ctive
ly
in
vo
lved
s
u
ch
a
s
ex
p
r
ess
in
g
o
p
in
io
n
s
a
n
d
d
is
cu
s
s
in
g
w
ith
fr
ien
d
s
th
r
o
u
g
h
o
u
t te
a
ch
in
g
a
n
d
lea
r
n
in
g
.
”
(
P2
)
An
o
th
er
is
s
u
e
is
th
e
ch
allen
g
e
o
f
ef
f
ec
tiv
el
y
d
if
f
e
r
en
tiatin
g
ass
es
s
m
en
ts
to
ca
ter
to
th
e
d
iv
er
s
e
lear
n
in
g
n
ee
d
s
o
f
s
tu
d
en
ts
[
4
9
]
.
W
h
ile
s
tan
d
a
r
d
ized
ass
ess
m
en
ts
p
r
o
v
id
e
a
u
n
if
o
r
m
m
ea
s
u
r
e
o
f
ac
h
iev
em
e
n
t,
th
ey
o
f
te
n
f
ail
to
ac
co
m
m
o
d
ate
t
h
e
v
ar
y
in
g
a
b
ilit
ies an
d
lear
n
in
g
s
ty
les with
in
a
class
r
o
o
m
[
4
9
]
.
T
h
is
ca
n
lead
to
ce
r
tain
s
tu
d
e
n
ts
ex
p
er
ien
cin
g
eith
er
a
lack
o
f
s
tim
u
latio
n
o
r
ex
ce
s
s
iv
e
s
tr
ess
,
wh
ich
in
tu
r
n
af
f
ec
ts
th
eir
le
v
el
o
f
in
v
o
lv
em
e
n
t
an
d
ac
ad
em
ic
ad
v
an
ce
m
en
t.
Ad
d
itio
n
ally
,
th
er
e
is
th
e
co
n
ce
r
n
o
f
o
v
er
em
p
h
asis
o
n
s
u
m
m
ativ
e
ass
es
s
m
en
ts
at
th
e
e
x
p
en
s
e
o
f
f
o
r
m
ativ
e
ass
ess
m
en
ts
.
Su
m
m
ativ
e
ass
ess
m
en
ts
,
s
u
ch
as
f
in
al
ex
a
m
s
,
o
f
ten
d
r
i
v
e
teac
h
in
g
p
r
ac
tices
an
d
o
v
e
r
s
h
ad
o
w
th
e
f
o
r
m
ati
v
e
ass
ess
m
en
ts
th
at
p
r
o
v
id
e
o
n
g
o
in
g
f
ee
d
b
ac
k
ess
en
tial f
o
r
s
tu
d
en
t g
r
o
wth
[
4
9
]
.
T
h
is
f
o
c
u
s
ca
n
lim
it o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
en
ts
to
im
p
r
o
v
e
th
r
o
u
g
h
co
n
tin
u
o
u
s
f
ee
d
b
ac
k
an
d
iter
ativ
e
lear
n
in
g
p
r
o
ce
s
s
es.
I
n
co
n
cl
u
s
io
n
,
wh
ile
alig
n
i
n
g
teac
h
in
g
ai
d
s
an
d
ass
es
s
m
en
t
m
eth
o
d
s
with
s
ta
n
d
ar
d
s
s
ig
n
if
ica
n
tly
en
h
an
ce
s
s
tu
d
en
t
en
g
a
g
em
en
t
an
d
a
ca
d
e
m
ic
o
u
tc
o
m
es,
s
ev
er
al
is
s
u
es
n
ee
d
ad
d
r
ess
in
g
to
o
p
tim
ize
s
tu
d
e
n
t
ass
ess
m
en
t
p
r
ac
tices
f
u
lly
.
T
o
s
u
m
m
ar
ize,
in
teg
r
atin
g
teac
h
in
g
aid
s
an
d
ass
ess
m
en
t
m
eth
o
d
s
with
s
tan
d
ar
d
s
g
r
ea
tly
im
p
r
o
v
es
s
tu
d
en
t
in
v
o
lv
e
m
en
t
an
d
ac
ad
em
ic
ac
h
iev
em
en
ts
.
T
h
e
n
ex
t
f
in
d
in
g
,
cr
ea
te
a
s
u
p
p
o
r
tiv
e
class
r
o
o
m
cu
ltu
r
e
wh
e
r
e
m
is
tak
es
ar
e
a
n
atu
r
al
p
ar
t
o
f
lear
n
in
g
an
d
wh
er
e
o
n
e
ca
n
im
p
r
o
v
e
.
Fin
d
in
g
s
h
av
e
s
h
o
wn
th
at
th
e
b
elief
s
an
d
attitu
d
es
o
f
teac
h
er
s
h
av
e
a
m
ajo
r
ef
f
ec
t
o
n
h
o
w
m
is
tak
es
a
r
e
r
e
g
ar
d
e
d
in
th
e
class
r
o
o
m
.
W
h
en
te
ac
h
er
s
co
n
s
id
er
er
r
o
r
s
as
c
h
a
n
ce
s
f
o
r
ac
q
u
ir
in
g
k
n
o
wled
g
e,
s
tu
d
en
ts
ar
e
less
lik
ely
to
ac
ce
p
t a
v
iewp
o
in
t t
h
at
em
p
h
asizes p
er
s
o
n
al
g
r
o
wth
.
“
I
n
d
ee
d
,
it
d
o
es.
Hig
h
lig
h
tin
g
th
e
i
d
ea
t
h
a
t
mis
ta
ke
s
a
r
e
p
a
r
t
o
f
th
e
le
a
r
n
in
g
p
r
o
ce
s
s
en
c
o
u
r
a
g
es
s
tu
d
en
ts
to
s
ee
th
eir a
b
ilit
ies a
s
imp
r
o
va
b
le
.
”
(
P6
)
“
Yes
,
o
n
e
o
f
th
e
ma
in
g
o
a
ls
is
a
s
a
fe
p
la
ce
to
ma
ke
err
o
r
s
a
n
d
g
r
o
w
.
I
t
b
u
ild
s
r
es
ilien
ce
a
n
d
ma
teri
a
l
kn
o
w
led
g
e
.
”
(
P4
)
T
ea
ch
er
s
P6
an
d
P4
em
p
h
asi
ze
s
ee
in
g
m
is
tak
es
as
p
ar
t
o
f
lear
n
in
g
a
n
d
estab
lis
h
in
g
a
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
en
t
f
o
r
p
r
o
g
r
ess
.
T
h
is
alig
n
s
wi
th
Dwe
ck
’
s
th
eo
r
y
th
at
a
g
r
o
wth
m
in
d
s
et
m
atch
es
teac
h
in
g
aid
s
an
d
ass
es
s
m
en
t
m
eth
o
d
s
with
s
tan
d
ar
d
s
to
im
p
r
o
v
e
s
tu
d
en
t
in
v
o
lv
em
en
t
an
d
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
,
b
u
t
v
ar
io
u
s
d
if
f
icu
lties
m
u
s
t
b
e
ad
d
r
ess
ed
to
o
p
tim
ize
s
tu
d
en
t
ass
ess
m
en
t
[
4
2
]
.
Ne
v
er
th
eless
,
s
ev
er
al
u
n
r
eso
lv
ed
d
if
f
icu
lties
m
u
s
t
b
e
ad
d
r
ess
ed
to
f
u
lly
o
p
tim
ize
s
tu
d
en
t
ass
e
s
s
m
en
t
p
r
o
ce
d
u
r
es.
C
h
an
g
in
g
k
i
d
s
’
m
in
d
s
ets
f
r
o
m
f
ix
ed
to
p
r
o
g
r
ess
ca
n
b
e
d
if
f
icu
lt,
esp
e
cially
if
th
ey
ha
v
e
b
ee
n
tau
g
h
t
to
d
is
lik
e
m
is
tak
es.
T
ea
ch
er
r
ein
f
o
r
ce
m
e
n
t
an
d
m
o
d
elin
g
o
f
g
r
o
wth
m
in
d
s
et
b
eh
av
io
r
s
a
r
e
cr
u
cial
[
4
7
]
.
T
ea
c
h
er
s
'
to
ler
an
ce
f
o
r
m
is
tak
es
an
d
ef
f
o
r
ts
to
estab
lis
h
a
s
af
e
en
v
ir
o
n
m
en
t.
4
.
3
.
T
hem
e
3
:
o
bs
t
a
cles
a
nd
cha
lleng
es
T
h
e
f
o
r
m
ativ
e
ass
ess
m
en
t
cy
cle
in
clu
d
es
f
iv
e
p
h
ases
:
d
ef
in
in
g
ex
p
ec
tatio
n
s
,
elicitin
g
r
esp
o
n
s
es,
ass
es
s
in
g
an
d
in
ter
p
r
etin
g
an
s
wer
s
,
co
m
m
u
n
icatin
g
ab
o
u
t
r
e
s
p
o
n
s
es,
an
d
ch
an
g
in
g
teac
h
i
n
g
an
d
lear
n
in
g
[
4
2
]
.
On
e
s
ig
n
if
ican
t
o
b
s
tacle
id
en
t
if
ied
is
th
e
n
ee
d
f
o
r
teac
h
er
s
to
th
o
r
o
u
g
h
ly
u
n
d
e
r
s
tan
d
a
n
d
co
m
m
u
n
icate
th
e
f
u
n
d
am
e
n
tal
co
n
ce
p
ts
o
f
th
e
c
u
r
r
icu
lu
m
an
d
ass
ess
m
en
t stan
d
ar
d
s
to
s
tu
d
en
ts
.
“
N
ee
d
to
fir
s
t
u
n
d
ers
ta
n
d
th
e
b
a
s
ic
co
n
ce
p
ts
in
th
e
cu
r
r
icu
l
u
m
a
n
d
a
s
s
ess
men
t
s
ta
n
d
a
r
d
d
o
cu
men
ts
b
efo
r
e
p
la
n
n
i
n
g
a
p
p
r
o
p
r
ia
te
t
ea
ch
in
g
meth
o
d
s
to
a
c
h
ieve
th
e
s
et
o
b
jective
s
.
”
(
P4
)
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
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
365
-
372
370
A
m
ajo
r
ch
allen
g
e
is
en
s
u
r
in
g
th
at
teac
h
er
s
u
n
d
er
s
tan
d
th
e
c
u
r
r
icu
lu
m
an
d
ass
ess
m
en
t
cr
it
er
ia,
wh
ich
is
n
ec
ess
ar
y
f
o
r
ef
f
ec
tiv
e
c
lass
r
o
o
m
p
r
ep
ar
atio
n
an
d
e
x
ec
u
tio
n
.
T
ea
c
h
er
s
s
tr
ess
ed
th
e
im
p
o
r
tan
ce
o
f
u
n
d
er
s
tan
d
i
n
g
t
h
ese
p
r
in
cip
le
s
to
m
ee
t
ed
u
ca
tio
n
al
g
o
al
s
[
5
0
]
.
Nex
t
f
i
n
d
in
g
,
teac
h
e
r
p
er
ce
p
tio
n
s
,
esp
ec
ially
s
u
m
m
ativ
e
an
d
f
o
r
m
ativ
e
ass
ess
m
en
t
in
ter
p
r
etatio
n
s
,
ar
e
c
r
u
cial
to
u
n
d
e
r
s
tan
d
in
g
class
r
o
o
m
d
y
n
am
ics
a
n
d
p
ed
ag
o
g
ical
s
u
cc
ess
.
On
e
im
p
o
r
ta
n
t
r
esu
lt
is
th
at
te
ac
h
er
s
co
m
m
o
n
ly
ju
d
g
e
s
tu
d
e
n
t
lear
n
in
g
an
d
in
s
tr
u
ctio
n
al
s
u
cc
ess
b
y
b
o
th
s
o
r
ts
o
f
ass
ess
m
en
ts
.
Her
e
ar
e
s
o
m
e
o
f
th
e
ex
ce
r
p
ts
f
r
o
m
th
e
teac
h
er
:
“
Mo
r
e
o
ften
u
s
e
th
e
meth
o
d
o
f
o
b
s
erva
tio
n
in
s
tr
u
men
ts
b
ec
a
u
s
e
o
f
th
e
ma
n
y
w
o
r
k
co
n
s
tr
a
in
t
s
.
”
(
P1
)
T
ea
ch
er
s
d
elig
h
t
in
s
h
if
ted
ass
ess
m
en
t
ap
p
r
o
ac
h
es,
b
u
t
tim
e
an
d
r
eso
u
r
ce
co
n
s
tr
ain
ts
lim
it
th
eir
ch
o
ices.
T
h
er
e
wer
e
im
p
licatio
n
s
f
o
r
class
r
o
o
m
d
y
n
am
ics
b
ein
g
wo
r
k
lo
ad
co
n
s
tr
ain
ts
wh
er
ea
s
teac
h
er
s
’
p
r
ef
er
e
n
ce
f
o
r
o
b
s
er
v
atio
n
in
s
tr
u
m
en
ts
h
ig
h
lig
h
ts
th
eir
s
tr
u
g
g
les
to
b
alan
ce
th
o
r
o
u
g
h
ass
ess
m
en
ts
with
p
r
o
f
ess
io
n
al
r
esp
o
n
s
ib
ilit
ies
[
5
0
]
.
T
h
e
r
e
lian
ce
o
n
o
b
s
er
v
atio
n
i
n
s
tr
u
m
en
ts
s
u
g
g
ests
th
at
o
th
er
p
o
ten
tially
v
alu
ab
le
ass
es
s
m
en
t
m
eth
o
d
s
m
ig
h
t
b
e
u
n
d
er
u
tili
ze
d
.
Pro
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
an
d
tr
ain
in
g
c
o
u
ld
h
elp
teac
h
e
r
s
in
teg
r
ate
a
m
o
r
e
b
alan
ce
d
m
ix
o
f
ass
ess
m
en
t
ty
p
es,
th
e
r
eb
y
e
n
r
ich
in
g
th
e
ir
p
ed
a
g
o
g
ical
ap
p
r
o
ac
h
a
n
d
p
r
o
v
id
in
g
a
m
o
r
e
h
o
lis
tic
v
iew
o
f
s
tu
d
en
t le
ar
n
in
g
[
4
0
]
.
Un
d
e
r
s
tan
d
in
g
s
tu
d
en
t
n
ee
d
s
a
n
d
p
er
s
o
n
alizi
n
g
tr
ai
n
in
g
r
eq
u
ir
es
ef
f
ec
tiv
e
ass
ess
m
en
t
s
tr
ateg
i
es.
Mo
r
eo
v
er
,
th
e
r
e
is
a
n
ee
d
f
o
r
b
ala
n
ce
d
ass
ess
m
en
t
s
tr
ateg
ies
an
d
th
e
im
p
lem
en
tatio
n
o
f
d
if
f
er
en
tiat
ed
in
s
tr
u
ctio
n
tech
n
iq
u
es to
ac
co
m
m
o
d
ate
d
iv
er
s
e
lear
n
i
n
g
n
ee
d
s
.
5.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
an
aly
s
es
th
e
im
p
le
m
en
tatio
n
o
f
Af
L
p
r
ac
tices
a
m
o
n
g
Ma
lay
lan
g
u
a
g
e
teac
h
er
s
o
f
SJ
KC
,
co
n
ce
n
tr
atin
g
o
n
th
r
ee
k
e
y
th
e
m
es:
k
n
o
wled
g
e
o
f
Af
L
,
Af
L
p
r
ac
tices,
an
d
th
e
o
b
s
tacle
s
an
d
p
r
o
b
lem
s
f
ac
ed
b
y
teac
h
er
s
.
T
h
e
r
esu
lts
d
em
o
n
s
t
r
ate
an
en
o
r
m
o
u
s
g
ap
b
etwe
en
teac
h
er
o
p
i
n
io
n
s
ab
o
u
t
th
e
e
f
f
ec
tiv
en
ess
o
f
Af
L
an
d
th
ei
r
ac
tu
al
class
r
o
o
m
p
r
a
ctice
s
.
W
h
ile
teac
h
er
s
r
ec
o
g
n
i
ze
th
e
p
o
ten
tial
o
f
A
f
L
to
b
o
o
s
t stu
d
en
t
o
u
tco
m
es.
T
ea
ch
er
s
r
eq
u
ir
e
a
co
m
p
r
eh
en
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
ass
ess
m
en
t
m
eth
o
d
s
an
d
f
ee
d
b
ac
k
m
ec
h
an
is
m
s
to
en
h
an
ce
s
tu
d
en
t
p
er
f
o
r
m
an
ce
.
T
h
ei
r
im
p
lem
en
tatio
n
is
lim
ited
b
y
a
lack
o
f
a
th
o
r
o
u
g
h
u
n
d
e
r
s
tan
d
in
g
o
f
Af
L
p
r
in
cip
les,
tim
e
co
n
s
tr
ain
ts
d
u
e
to
o
n
g
o
i
n
g
cu
r
r
ic
u
lu
m
m
o
d
if
icatio
n
s
,
an
d
th
e
d
if
f
ic
u
lties
o
f
ass
ess
m
en
t
ad
m
in
is
tr
atio
n
.
Un
d
er
s
tan
d
in
g
th
e
p
e
r
s
p
ec
tiv
e
s
o
f
teac
h
er
s
p
o
s
itiv
ely
p
r
o
m
o
tes
th
e
s
h
if
t
to
war
d
s
m
o
r
e
ef
f
ec
tiv
e
ass
ess
m
en
t
s
in
ed
u
ca
tio
n
,
d
esp
ite
th
e
o
b
s
tacle
s
an
d
p
o
s
s
ib
ilit
y
f
o
r
teac
h
er
b
u
r
n
o
u
t.
T
h
e
s
tu
d
y
s
h
o
ws
th
e
n
ee
d
to
o
v
e
r
co
m
e
th
ese
d
if
f
icu
lties
to
f
u
lly
r
ea
p
th
e
b
en
ef
its
o
f
A
f
L
.
T
h
e
s
tu
d
y
co
n
tr
ib
u
tes
to
th
e
cu
r
r
en
t
b
o
d
y
o
f
k
n
o
wled
g
e
o
n
Af
L
p
r
ac
tices
b
y
p
r
o
v
i
d
in
g
em
p
ir
ical
in
f
o
r
m
atio
n
o
n
th
e
v
iews a
n
d
p
r
ac
tices o
f
Ma
lay
lan
g
u
ag
e
a
m
o
n
g
teac
h
er
s
in
SJ
KC
.
T
h
er
e
is
a
lo
t o
f
p
o
ten
tial
f
o
r
t
h
e
f
u
tu
r
e
in
te
r
m
s
o
f
s
h
ar
in
g
k
n
o
wled
g
e
an
d
c
o
n
tin
u
o
u
s
ly
ad
o
p
tin
g
Af
L
p
r
ac
tices
with
g
r
ea
ter
em
p
h
asis
o
n
en
h
an
cin
g
wr
itin
g
,
r
ea
d
in
g
,
s
p
ea
k
in
g
,
an
d
lis
ten
in
g
s
k
ills
.
T
h
is
s
tu
d
y
u
n
d
er
lin
es
t
h
e
r
e
q
u
i
r
em
en
t
f
o
r
in
f
u
s
in
g
Af
L
co
n
ce
p
ts
in
to
class
r
o
o
m
ac
tiv
ities
to
b
u
ild
an
o
b
jectiv
e
an
d
co
h
er
e
n
t
f
r
am
ewo
r
k
f
o
r
Af
L
.
I
t
also
r
ep
r
esen
ts
tr
ac
k
in
g
s
ec
o
n
d
lan
g
u
a
g
e
lea
r
n
er
s
’
lan
g
u
ag
e
co
m
p
eten
cy
an
d
g
r
o
wth
to
im
p
r
o
v
e
lear
n
in
g
o
u
tco
m
es
an
d
lan
g
u
ag
e
ac
q
u
is
itio
n
.
B
y
ad
d
r
ess
in
g
th
e
h
ig
h
lig
h
ted
p
r
o
b
l
em
s
an
d
f
o
cu
s
in
g
o
n
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
e
n
t,
teac
h
er
s
m
ay
im
p
r
o
v
e
th
eir
ass
es
s
m
en
t
liter
ac
y
,
u
ltima
tely
lead
in
g
to
g
r
ea
ter
s
tu
d
en
t
p
e
r
f
o
r
m
an
ce
an
d
en
g
ag
em
e
n
t in
lear
n
i
n
g
.
T
h
e
s
tu
d
y
ac
k
n
o
wled
g
es
s
ev
er
al
lim
itatio
n
s
,
s
u
ch
as
a
s
m
al
l
s
am
p
le
s
ize,
r
elian
ce
o
n
s
e
lf
-
r
ep
o
r
te
d
d
ata,
lack
o
f
l
o
n
g
itu
d
in
al
d
ata,
f
o
cu
s
o
n
ly
o
n
teac
h
er
s
’
p
er
s
p
ec
tiv
es,
an
d
s
p
ec
if
ic
co
n
tex
t
u
a
l
co
n
s
tr
ain
ts
,
wh
ich
r
estrict
g
en
er
aliza
b
ilit
y
.
T
o
o
v
er
co
m
e
th
ese
lim
itatio
n
s
,
f
u
tu
r
e
r
esear
ch
s
h
o
u
ld
c
o
n
s
id
er
en
lar
g
in
g
th
e
s
am
p
le
s
ize,
u
tili
zin
g
m
ix
e
d
m
et
h
o
d
s
o
f
ass
ess
m
en
t,
co
n
d
u
ctin
g
lo
n
g
itu
d
in
al
s
tu
d
ies,
in
clu
d
in
g
s
t
u
d
en
t
p
er
s
p
ec
tiv
es,
an
d
ex
p
lo
r
i
n
g
th
e
im
p
ac
t
o
f
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t.
I
t
is
a
ls
o
r
ec
o
m
m
en
d
ed
t
o
d
el
v
e
in
to
co
n
tex
tu
al
f
ac
to
r
s
an
d
d
e
v
elo
p
in
ter
v
e
n
tio
n
s
to
ad
d
r
ess
id
en
tifie
d
c
h
allen
g
es.
B
y
ad
d
r
ess
in
g
t
h
ese
ar
ea
s
,
m
o
r
e
co
m
p
r
e
h
en
s
iv
e
in
s
ig
h
ts
in
to
Af
L
p
r
ac
tices
ca
n
b
e
g
ain
ed
,
en
h
an
cin
g
teac
h
er
s
’
ass
ess
m
en
t
k
n
o
wled
g
e,
an
d
u
ltima
tely
im
p
r
o
v
in
g
s
tu
d
en
t
p
er
f
o
r
m
an
c
e
an
d
en
g
ag
em
e
n
t.
Fu
tu
r
e
s
tu
d
ies
s
h
o
u
ld
ex
p
lo
r
e
Af
L
p
r
ac
t
ices
in
SJ
K
C
o
th
er
r
eg
io
n
t
o
s
u
p
p
o
r
t
teac
h
er
s
teac
h
in
g
in
o
v
e
r
co
m
in
g
th
ese
c
h
allen
g
es
an
d
ef
f
ec
tiv
ely
im
p
lem
e
n
tin
g
Af
L
in
to
t
h
eir
tea
ch
in
g
s
tr
ateg
ies.
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
e
f
in
an
cial
s
u
p
p
o
r
t
f
r
o
m
t
h
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
(
KPM.
B
T
.
7
0
0
-
3
1
/2
1
/2
2
8
(
3
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[
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7
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2
8
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