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K
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Alter
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Ap
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C
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allen
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Op
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tr
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test
in
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m
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s
[
1
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–
[
4
]
.
T
h
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2
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[
9
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[
1
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Pre
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J
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14
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[
1
2
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[
1
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[
1
4
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R
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[
2
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1
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B
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alter
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p
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−
W
h
at
ar
e
th
e
o
b
s
er
v
ed
ef
f
ec
ts
o
f
alter
n
ativ
e
ass
ess
m
en
t
ap
p
r
o
ac
h
es
o
n
teac
h
in
g
p
r
ac
tices
an
d
e
d
u
ca
tio
n
al
o
u
tco
m
es?
T
h
e
f
in
d
in
g
s
o
f
th
is
s
y
s
tem
at
ic
liter
atu
r
e
r
e
v
iew
will
n
o
t
o
n
ly
c
o
n
s
o
lid
ate
c
u
r
r
en
t
k
n
o
wled
g
e
b
u
t
also
id
en
tify
ar
ea
s
f
o
r
f
u
tu
r
e
r
esear
ch
an
d
in
f
o
r
m
b
est
p
r
ac
t
ices
in
ed
u
ca
tio
n
al
ass
ess
m
en
t.
T
h
e
r
esu
lts
h
av
e
p
o
ten
tial
im
p
licatio
n
s
f
o
r
ed
u
ca
to
r
s
s
ee
k
in
g
to
im
p
lem
en
t
alter
n
ativ
e
ass
es
s
m
en
t
m
et
h
o
d
s
,
p
o
licy
m
a
k
er
s
co
n
s
id
er
in
g
ass
ess
m
en
t
r
ef
o
r
m
s
,
an
d
r
esear
ch
er
s
in
v
esti
g
atin
g
th
e
im
p
ac
t
o
f
ass
ess
m
en
t
p
r
ac
tices
o
n
ed
u
ca
tio
n
al
o
u
tco
m
es.
B
y
p
r
o
v
id
in
g
a
co
m
p
r
eh
e
n
s
iv
e
an
aly
s
is
o
f
alter
n
ativ
e
as
s
ess
m
e
n
t
ap
p
r
o
ac
h
es,
th
is
s
tu
d
y
aim
s
to
co
n
t
r
ib
u
te
t
o
th
e
o
n
g
o
in
g
d
ialo
g
u
e
ab
o
u
t
ef
f
ec
t
iv
e
teac
h
in
g
an
d
ass
ess
m
en
t
p
r
ac
tices
in
th
e
2
1
s
t
ce
n
tu
r
y
e
d
u
ca
tio
n
al
la
n
d
s
ca
p
e
.
2.
M
E
T
H
O
D
T
h
e
s
y
s
tem
atic
liter
atu
r
e
r
ev
i
ew
p
r
o
c
ess
,
as
d
esc
r
i
b
e
d
b
y
Oth
m
a
n
et
a
l
.
[
2
2
]
i
n
v
o
l
v
es
i
d
e
n
ti
f
y
i
n
g
,
an
al
y
zi
n
g
,
f
o
r
m
u
lat
in
g
,
a
n
d
c
r
i
tica
ll
y
ass
ess
i
n
g
r
ele
v
a
n
t
p
as
t
s
tu
d
ies
t
o
a
n
s
w
er
r
ese
ar
c
h
q
u
e
s
tio
n
s
,
u
ti
liz
in
g
t
h
e
p
r
e
f
e
r
r
ed
r
e
p
o
r
ti
n
g
ite
m
s
f
o
r
s
y
s
te
m
a
tic
r
e
v
i
ews
a
n
d
m
eta
-
a
n
al
ys
e
s
(
PR
I
SMA
)
g
u
id
eli
n
e
b
y
Ha
m
i
d
et
a
l
.
[
2
3
]
wh
i
ch
is
r
e
c
o
g
n
i
ze
d
f
o
r
its
r
i
g
o
r
o
u
s
an
d
d
eta
ile
d
p
r
o
ce
s
s
[
2
4
]
,
a
n
d
o
f
f
e
r
s
ad
v
an
ta
g
es
i
n
s
o
c
ial
s
cie
n
ce
s
r
es
ea
r
c
h
[
2
5
]
,
i
n
cl
u
d
in
g
a
cc
ess
t
o
q
u
a
lit
y
d
a
ta
s
o
u
r
c
es
a
n
d
t
im
e
-
s
a
v
i
n
g
b
e
n
ef
i
ts
f
o
r
au
th
o
r
s
.
F
u
r
th
e
r
m
o
r
e
,
t
h
e
SLR
em
p
h
asi
ze
PR
I
SMA
’
s
a
b
ili
ty
t
o
h
el
p
r
esea
r
c
h
er
s
d
ete
r
m
i
n
e
n
ec
ess
ar
y
s
tu
d
i
es
b
as
ed
o
n
r
es
e
ar
ch
q
u
es
ti
o
n
s
[
2
6
]
,
f
o
ll
o
wi
n
g
a
f
o
u
r
-
s
te
p
f
lo
wc
h
a
r
t
o
f
i
d
e
n
t
if
i
ca
ti
o
n
,
s
c
r
ee
n
i
n
g
,
e
lig
ib
ilit
y
,
an
d
i
n
cl
u
s
i
o
n
[
2
7
]
,
[
2
8
]
.
T
h
e
r
esear
ch
q
u
esti
o
n
s
o
f
th
is
SLR
ar
e
d
ev
elo
p
ed
b
ased
o
n
PIC
o
.
PIC
o
is
a
m
n
em
o
n
ic
u
s
ed
to
f
o
r
m
SLR
r
esear
ch
q
u
esti
o
n
s
b
ase
d
o
n
q
u
alitativ
e
s
y
n
th
esis
an
d
it
ca
n
b
e
u
s
ed
to
o
b
tain
i
m
p
o
r
tan
t
asp
ec
ts
o
r
elem
en
ts
th
at
m
u
s
t
b
e
p
r
esen
t
in
SLR
r
esear
ch
q
u
esti
o
n
s
[
2
9
]
,
[
3
0
]
.
PIC
o
is
b
ased
o
n
th
r
ee
m
ain
c
o
n
ce
p
ts
,
n
am
ely
‘
P
’
s
tan
d
s
f
o
r
p
o
p
u
lati
o
n
/p
r
o
b
lem
,
‘
I
’
s
tan
d
s
f
o
r
in
te
r
es
t
,
an
d
‘
Co
’
s
tan
d
s
f
o
r
co
n
ten
t
.
B
ased
o
n
th
ese
co
n
ce
p
ts
,
th
r
ee
m
ain
asp
ec
ts
,
n
am
ely
teac
h
er
s
(
p
o
p
u
latio
n
)
,
alter
n
ativ
e
ass
e
s
s
m
en
t
(
in
ter
est),
an
d
ch
allen
g
es,
o
p
p
o
r
tu
n
ities
,
an
d
ef
f
ec
ts
(
co
n
tex
t)
ar
e
u
s
ed
as
th
e
b
asis
f
o
r
th
e
f
o
r
m
atio
n
o
f
th
e
m
ain
r
e
s
ea
r
ch
q
u
esti
o
n
s
f
o
r
th
is
SLR.
2
.
1
.
I
dentif
ica
t
io
n
I
d
en
tific
atio
n
is
a
c
r
u
cial
p
r
o
c
ess
in
a
SLR
to
id
en
tify
a
n
d
d
iv
er
s
if
y
k
ey
w
o
r
d
s
s
u
itab
le
f
o
r
s
o
u
r
cin
g
ar
ticles
an
d
r
ef
er
en
ce
s
.
W
ell
-
c
h
o
s
en
k
ey
w
o
r
d
s
en
h
an
ce
th
e
a
cc
u
r
ac
y
o
f
r
etr
iev
e
d
ar
ticles
an
d
r
ef
e
r
en
ce
s
.
T
h
is
SLR
'
s
id
en
tific
atio
n
p
r
o
ce
s
s
was
g
u
id
ed
b
y
th
e
r
esear
ch
q
u
esti
o
n
s
,
r
esu
ltin
g
in
th
e
s
ele
ctio
n
o
f
f
o
u
r
m
ain
k
ey
wo
r
d
s
:
alter
n
ativ
e
ass
ess
m
en
t,
ch
allen
g
es,
o
p
p
o
r
t
u
n
ities
,
an
d
ef
f
ec
ts
.
T
o
e
n
s
u
r
e
co
m
p
r
eh
en
s
iv
e
co
v
er
a
g
e,
th
ese
k
ey
wo
r
d
s
wer
e
ex
p
an
d
e
d
an
d
d
iv
e
r
s
if
ied
th
r
o
u
g
h
s
ev
er
al
m
eth
o
d
s
.
Sy
n
o
n
y
m
s
an
d
r
elate
d
wo
r
d
s
wer
e
id
en
tifie
d
b
y
ex
am
i
n
in
g
p
ast
s
tu
d
ies,
co
n
s
u
ltin
g
th
e
Sco
p
u
s
d
atab
ase,
an
d
s
ee
k
in
g
ex
p
er
t
o
p
in
io
n
s
.
T
h
is
m
u
lti
-
f
ac
eted
ap
p
r
o
ac
h
h
elp
e
d
ca
p
tu
r
e
a
wid
e
r
an
g
e
o
f
r
elev
an
t
ter
m
s
.
T
h
e
r
esu
lts
o
f
th
is
id
en
tific
atio
n
p
r
o
ce
s
s
ar
e
d
etailed
in
T
ab
l
e
1
,
wh
ich
p
r
o
v
id
es
a
tr
an
s
p
ar
en
t
an
d
r
ep
licab
le
o
v
er
v
ie
w
o
f
th
e
e
x
p
an
d
ed
k
ey
wo
r
d
s
et.
T
h
e
s
o
u
r
cin
g
o
f
ar
ticles
an
d
r
ef
er
en
ce
s
was
co
n
d
u
cted
t
h
r
o
u
g
h
th
r
ee
m
ain
d
atab
ases
:
W
eb
o
f
Scien
ce
(
W
o
S
)
,
Sco
p
u
s
,
an
d
E
d
u
ca
tio
n
R
eso
u
r
ce
I
n
f
o
r
m
ati
o
n
C
en
tr
e
(
E
R
I
C
)
.
T
h
ese
d
ata
b
ases
wer
e
s
elec
ted
b
ased
o
n
th
eir
d
is
tin
ct
ad
v
an
t
ag
es.
Acc
o
r
d
in
g
to
Gu
s
en
b
a
u
er
an
d
Had
d
awa
y
[
3
1
]
,
W
eb
o
f
Scien
ce
,
Sco
p
u
s
,
an
d
E
R
I
C
ar
e
p
o
we
r
f
u
l
to
o
ls
,
o
f
f
er
in
g
co
m
p
r
eh
e
n
s
iv
en
ess
,
s
tab
ilit
y
,
an
d
a
d
v
an
ce
d
f
u
n
ctio
n
s
co
m
p
a
r
ed
to
o
th
er
d
atab
ase
p
latf
o
r
m
s
.
Gu
s
en
b
au
er
an
d
Had
d
awa
y
[
3
1
]
f
u
r
t
h
er
em
p
h
asized
th
e
q
u
ality
co
n
tr
o
l
an
d
s
y
s
tem
atic
in
d
ex
in
g
s
y
s
tem
s
o
f
W
eb
o
f
Scien
ce
an
d
Sco
p
u
s
.
W
h
ile
,
Sh
af
f
r
il
et
a
l.
[
3
2
]
n
o
ted
s
o
m
e
wea
k
n
ess
es
in
E
R
I
C
,
p
ar
ticu
lar
ly
r
e
g
ar
d
in
g
q
u
ality
c
o
n
tr
o
l,
b
u
t
I
s
m
ail
an
d
Osma
n
[
3
3
]
h
ig
h
lig
h
ted
its
s
tr
en
g
th
s
.
T
h
ese
in
cl
u
d
e
a
r
ticle
q
u
ality
,
co
v
e
r
ag
e
o
f
m
u
ltip
l
e
lan
g
u
a
g
es,
an
d
a
b
r
o
ad
r
an
g
e
o
f
f
ield
s
o
f
s
tu
d
y
.
C
o
n
s
eq
u
en
tly
,
E
R
I
C
was in
clu
d
ed
as a
s
u
p
p
o
r
tin
g
d
atab
ase
to
b
r
o
a
d
en
th
e
s
co
p
e
o
f
th
is
SLR.
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
C
h
a
llen
g
es,
o
p
p
o
r
tu
n
ities
,
a
n
d
effec
ts
o
f a
lter
n
a
tive
a
s
s
ess
men
t a
p
p
r
o
a
c
h
es in
tea
ch
i
n
g
… (
N
a
jd
a
h
S
a
n
u
s
i
)
1107
Ad
v
an
ce
d
s
ea
r
ch
tech
n
iq
u
es
wer
e
em
p
lo
y
ed
ac
r
o
s
s
th
ese
d
atab
ases
to
en
s
u
r
e
a
th
o
r
o
u
g
h
an
d
p
r
ec
is
e
s
ea
r
ch
.
T
h
ese
tech
n
iq
u
es
in
clu
d
ed
th
e
u
s
e
o
f
B
o
o
lean
o
p
e
r
ato
r
s
(
AND,
OR
)
,
p
h
r
ase
s
e
ar
ch
in
g
,
tr
u
n
ca
tio
n
,
wild
ca
r
d
s
,
an
d
f
ield
co
d
e
f
u
n
ctio
n
s
(
T
ab
le
1
)
.
T
o
co
m
p
lem
en
t
th
e
d
atab
ase
s
ea
r
ch
es,
m
an
u
al
s
ea
r
ch
es
u
s
in
g
th
e
h
an
d
p
ick
in
g
m
eth
o
d
wer
e
co
n
d
u
cted
o
n
Scien
ce
Dir
e
ct.
Ad
d
itio
n
ally
,
th
e
s
n
o
wb
a
llin
g
m
eth
o
d
was
ap
p
lied
to
s
elec
ted
ar
ticles,
f
u
r
th
er
ex
p
a
n
d
in
g
th
e
p
o
o
l o
f
p
o
t
en
tial r
ef
er
en
ce
s
.
T
h
e
s
ea
r
ch
s
tr
ateg
y
y
ield
e
d
a
n
in
itial
s
et
o
f
r
esu
lts
:
7
,
3
2
3
ar
ticles
f
r
o
m
Sco
p
u
s
,
1
8
5
f
r
o
m
W
eb
o
f
Scien
ce
,
an
d
1
3
6
f
r
o
m
E
R
I
C
.
T
h
is
s
u
b
s
tan
tial
in
itial
p
o
o
l
o
f
7
,
6
4
4
a
r
ticles
d
em
o
n
s
tr
ates
th
e
co
m
p
r
eh
en
s
iv
e
n
atu
r
e
o
f
th
e
s
ea
r
c
h
s
tr
ateg
y
.
All
o
f
th
ese
ar
ticles
will
p
r
o
ce
ed
to
th
e
s
cr
ee
n
in
g
s
tag
e,
th
e
s
ec
o
n
d
p
h
ase
o
f
th
e
s
y
s
tem
atic
r
ev
iew
p
r
o
ce
s
s
,
wh
er
e
th
ey
will b
e
f
u
r
th
er
ev
alu
a
ted
f
o
r
r
elev
an
ce
a
n
d
q
u
ality
.
T
ab
le
1
.
Ar
ticle
s
ea
r
ch
f
o
r
SL
R
D
a
t
a
b
a
s
e
S
e
a
r
c
h
st
r
i
n
g
W
e
b
o
f
S
c
i
e
n
c
e
(
n
=
1
8
5
)
R
e
s
u
l
t
s
f
o
r
(
(
“
a
l
t
e
r
n
a
t
i
v
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s"
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"
o
p
p
o
r
t
u
n
i
t
y
"
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R
"
o
p
t
i
o
n
"
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R
"
s
u
b
st
i
t
u
t
e
”
)
A
N
D
(
“
a
ss
e
ssm
e
n
t
"
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e
v
a
l
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a
t
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o
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st
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ma
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p
p
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sal
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t
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s
t
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p
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mp
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c
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o
c
k
”
)
)
S
c
o
p
u
s
(
n
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,
3
2
3
)
TI
TLE
-
A
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-
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EY
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D
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e
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mat
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R
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p
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sa
l
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A
N
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t
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t
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p
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st
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A
N
D
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N
D
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k
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I
C
(
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n
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R
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sh
o
c
k
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)
)
2
.
2
.
Scre
ening
T
h
e
s
cr
ee
n
in
g
p
r
o
ce
s
s
f
o
r
th
is
SLR
b
eg
in
s
with
7
,
6
4
4
ar
ticles
id
en
tifie
d
in
th
e
in
itial
s
ea
r
ch
.
Scr
ee
n
in
g
in
v
o
l
v
es
ap
p
ly
in
g
in
clu
s
io
n
an
d
ex
clu
s
io
n
c
r
iter
ia
to
s
elec
t
r
elev
an
t
ar
ticles
[
3
4
]
.
T
h
e
p
r
im
ar
y
in
clu
s
io
n
cr
iter
ia
f
o
cu
s
o
n
s
ev
er
al
k
ey
asp
ec
ts
.
First,
th
e
p
u
b
licatio
n
y
ea
r
is
lim
ited
to
2
0
1
9
to
2
0
2
3
,
alig
n
in
g
with
th
e
s
tu
d
y
m
atu
r
ity
co
n
ce
p
t
[
3
5
]
a
n
d
ca
p
tu
r
in
g
a
s
ig
n
if
ican
t
in
cr
ea
s
e
in
p
u
b
licatio
n
s
o
n
alter
n
ativ
e
ass
es
s
m
en
t
ap
p
r
o
ac
h
es
in
te
ac
h
in
g
.
T
o
c
o
n
tr
o
l
q
u
ality
,
o
n
ly
jo
u
r
n
al
ar
ticles
p
u
b
lis
h
ed
in
E
n
g
lis
h
ar
e
in
clu
d
ed
,
av
o
id
in
g
co
n
f
u
s
io
n
in
r
ea
d
in
g
an
d
u
n
d
er
s
tan
d
in
g
.
T
h
e
r
ev
iew
f
o
cu
s
es
o
n
ar
ticles
wi
th
r
elev
an
t
em
p
ir
ical
d
ata,
ex
clu
d
i
n
g
r
ev
i
ew
ar
ticles
to
co
n
c
en
tr
ate
o
n
p
r
im
ar
y
r
esear
ch
f
in
d
i
n
g
s
.
Fu
r
th
er
m
o
r
e
,
s
elec
ted
ar
ticles
m
u
s
t
ex
p
licitly
d
is
cu
s
s
alter
n
ativ
e
ass
ess
m
en
t
ap
p
r
o
ac
h
es
in
teac
h
in
g
.
T
h
ese
cr
it
er
ia
en
s
u
r
e
th
at
th
e
ch
o
s
en
ar
ticles o
f
f
er
r
elev
an
t
f
in
d
in
g
s
to
th
e
SLR
as sh
o
wn
i
n
T
ab
le
2
.
T
h
e
s
cr
ee
n
in
g
p
r
o
ce
s
s
r
esu
lted
in
th
e
r
em
o
v
al
o
f
4
4
8
ar
t
icles
th
at
d
id
n
o
t
m
ee
t
th
e
s
et
cr
iter
ia,
leav
in
g
4
7
ar
ticles
f
o
r
th
e
n
e
x
t
s
tag
e
o
f
th
e
r
ev
iew.
T
h
is
s
ig
n
if
ican
t
r
ed
u
ctio
n
f
r
o
m
th
e
in
itial
d
ataset
i
s
ty
p
ical
in
SLRs
,
as
it
n
a
r
r
o
w
s
d
o
wn
t
h
e
f
o
cu
s
to
h
ig
h
ly
r
elev
an
t
ar
ticles.
B
y
a
p
p
ly
in
g
th
ese
cr
iter
ia,
th
e
r
ev
iew
m
ain
tain
s
a
b
alan
ce
b
etwe
en
co
m
p
r
e
h
en
s
iv
en
ess
an
d
s
p
ec
if
icity
,
en
s
u
r
i
n
g
th
at
t
h
e
s
elec
ted
ar
ticles
d
ir
ec
tly
co
n
tr
i
b
u
te
to
u
n
d
e
r
s
tan
d
in
g
alter
n
ativ
e
ass
ess
m
en
t a
p
p
r
o
ac
h
es in
teac
h
in
g
with
in
r
ec
en
t y
ea
r
s
.
T
ab
le
2
.
T
h
e
in
clu
s
io
n
c
r
iter
ia
I
n
c
l
u
s
i
o
n
c
r
i
t
e
r
i
a
Y
e
a
r
o
f
p
u
b
l
i
c
a
t
i
o
n
W
i
t
h
i
n
t
h
e
p
a
s
t
5
y
e
a
r
s
(
2
0
1
9
t
o
2
0
2
3
)
Ty
p
e
o
f
p
u
b
l
i
c
a
t
i
o
n
Jo
u
r
n
a
l
a
r
t
i
c
l
e
La
n
g
u
a
g
e
En
g
l
i
sh
Ty
p
e
o
f
f
i
n
d
i
n
g
Emp
i
r
i
c
a
l
f
i
n
d
i
n
g
F
o
c
u
s
o
f
f
i
n
d
i
n
g
D
a
t
a
r
e
l
a
t
e
d
t
o
t
h
e
a
ss
e
ssm
e
n
t
o
f
a
l
t
e
r
n
a
t
i
v
e
s,
c
h
a
l
l
e
n
g
e
s,
o
p
p
o
r
t
u
n
i
t
i
e
s
,
a
n
d
i
mp
a
c
t
s
i
n
t
e
a
c
h
e
r
l
e
a
r
n
i
n
g
a
n
d
t
e
a
c
h
i
n
g
2
.
3
.
E
lig
ibi
lity
Fo
llo
win
g
th
e
in
itial
s
cr
ee
n
i
n
g
,
t
h
e
r
e
m
ain
in
g
4
7
ar
ticle
s
u
n
d
er
g
o
an
elig
i
b
ilit
y
p
r
o
c
ess
,
wh
ich
s
er
v
es
as
a
s
ec
o
n
d
s
cr
ee
n
in
g
t
o
en
s
u
r
e
r
elev
a
n
ce
an
d
u
s
ab
ilit
y
in
th
is
SLR.
T
h
is
p
r
o
ce
s
s
in
v
o
lv
es
r
ev
iewin
g
th
e
ar
ticle
titl
es
an
d
ab
s
tr
ac
ts
.
I
n
ca
s
es
wh
er
e
r
elev
an
ce
r
e
m
ain
s
u
n
clea
r
a
f
ter
ex
am
i
n
in
g
th
ese
elem
en
ts
,
th
e
m
eth
o
d
o
l
o
g
y
,
r
esu
lts
,
an
d
d
is
c
u
s
s
io
n
s
ec
tio
n
s
ar
e
also
co
n
s
u
l
ted
.
Du
r
in
g
th
is
p
h
ase,
3
3
ar
ti
cles w
er
e
ex
clu
d
ed
f
o
r
v
ar
i
o
u
s
r
ea
s
o
n
s
:
s
o
m
e
d
i
d
n
o
t
f
o
cu
s
o
n
alter
n
ativ
e
ass
ess
m
en
t,
o
th
er
s
ce
n
ter
ed
o
n
u
n
iv
er
s
ity
lectu
r
er
s
r
ath
er
th
a
n
s
ch
o
o
l
teac
h
e
r
s
,
s
o
m
e
wer
e
d
u
p
licate
r
ec
o
r
d
s
,
an
d
a
f
ew
wer
e
s
tu
d
ies
co
n
d
u
cted
in
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
in
s
tead
o
f
s
ec
o
n
d
a
r
y
s
ch
o
o
ls
.
Ad
d
itio
n
ally
,
ar
ticles in
th
e
f
o
r
m
o
f
s
co
p
in
g
r
ev
iews we
r
e
also
r
em
o
v
ed
.
As
a
r
esu
lt
o
f
th
is
th
o
r
o
u
g
h
e
v
alu
atio
n
,
1
4
ar
ticles
wer
e
d
ee
m
ed
elig
ib
le
an
d
s
elec
ted
to
p
r
o
ce
ed
t
o
th
e
n
e
x
t stag
e:
q
u
al
ity
ass
es
s
m
en
t
as p
r
esen
t
ed
in
Fig
u
r
e
1
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
2
,
Ap
r
il
20
25
:
1
1
0
5
-
1
1
1
3
1108
Fig
u
r
e
1
.
Flo
wch
ar
t
o
f
th
e
s
tu
d
y
s
elec
tio
n
p
r
o
ce
s
s
2
.
4
.
Q
ua
lit
y
ev
a
lua
t
io
n o
f
a
r
t
icle
T
h
e
ev
alu
atio
n
o
f
s
elec
ted
ar
ticles
f
o
r
q
u
ality
is
cr
u
cial
in
m
in
im
izin
g
b
ias
a
n
d
i
d
en
tify
in
g
m
eth
o
d
o
l
o
g
ical
wea
k
n
ess
es
[
3
6
]
,
[
3
7
]
.
T
o
f
ac
ilit
ate
th
is
p
r
o
ce
s
s
,
th
r
ee
p
an
els
o
f
r
esear
c
h
er
s
wer
e
ch
o
s
en
to
ass
es
s
th
e
ar
ticles
u
s
in
g
th
e
m
ix
ed
m
eth
o
d
s
ap
p
r
aisal
to
o
ls
(
MM
AT
)
,
wh
ich
ac
co
m
m
o
d
at
es
v
ar
io
u
s
r
esear
ch
d
esig
n
s
[
3
8
]
,
[
3
9
]
.
T
h
e
ev
alu
a
tio
n
p
r
o
ce
s
s
co
n
s
is
ts
o
f
two
s
t
ag
es:
f
ir
s
t,
ar
ticles
m
u
s
t
m
ee
t
two
b
asic
cr
iter
ia
-
clar
ity
o
f
r
esear
ch
q
u
esti
o
n
s
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alitativ
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c
r
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s
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a
r
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h
[
1
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[
4
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[
5
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[
7
]
[
1
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[
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1
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[
1
2
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[
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4
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A
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1109
T
ab
le
4
.
Qu
a
n
titativ
e
ar
ticle
q
u
ality
ev
alu
atio
n
r
esu
lts
B
a
si
c
c
r
i
t
e
r
i
a
/
r
e
s
e
a
r
c
h
[
8
]
A
r
e
t
h
e
r
e
sea
r
c
h
q
u
e
s
t
i
o
n
s c
l
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a
r
l
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s
t
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d
?
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D
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d
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q
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Q
u
a
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mp
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y
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Y
e
s;
N
=
N
o
;
C
=
C
a
n
n
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t
t
e
l
l
T
ab
le
5
.
Mix
e
d
-
m
eth
o
d
ar
ticle
q
u
ality
ev
alu
atio
n
r
esu
lts
B
a
si
c
c
r
i
t
e
r
i
a
/
r
e
s
e
a
r
c
h
[
2
]
[
3
]
[
6
]
[
9
]
[
1
3
]
A
r
e
t
h
e
r
e
sea
r
c
h
q
u
e
s
t
i
o
n
s c
l
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y
s
t
a
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d
?
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Y
Y
Y
Y
D
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d
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o
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d
?
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M
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me
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e
l
y
?
Y
Y
Y
Y
Y
D
i
d
t
h
e
s
t
u
d
y
a
d
d
r
e
ss
t
h
e
d
i
f
f
e
r
e
n
c
e
s
a
n
d
e
l
e
me
n
t
s
o
f
i
n
c
o
n
s
i
st
e
n
c
y
b
e
t
w
e
e
n
t
h
e
q
u
a
n
t
i
t
a
t
i
v
e
a
n
d
q
u
a
l
i
t
a
t
i
v
e
r
e
s
u
l
t
s?
Y
Y
Y
Y
Y
D
i
d
t
h
e
d
i
f
f
e
r
e
n
t
s
t
u
d
y
c
o
m
p
o
n
e
n
t
s
c
o
mp
l
y
w
i
t
h
t
h
e
q
u
a
l
i
t
y
c
r
i
t
e
r
i
a
f
o
r
e
a
c
h
s
t
u
d
y
d
e
si
g
n
i
n
v
o
l
v
e
d
?
C
Y
Y
C
Y
R
e
s
u
l
t
/
/
/
/
/
N
o
t
e
:
Y
=
Y
e
s;
N
=
N
o
;
C
=
C
a
n
n
o
t
t
e
l
l
2
.
5
.
Da
t
a
e
x
t
ra
ct
i
o
n a
nd
a
na
ly
s
is
T
h
e
d
ata
ex
tr
ac
tio
n
p
r
o
ce
s
s
,
c
o
n
d
u
cte
d
b
y
two
r
esear
c
h
er
s
,
f
o
cu
s
es
o
n
th
e
ab
s
tr
ac
t,
r
esear
ch
r
esu
lts
,
an
d
d
is
cu
s
s
io
n
s
ec
tio
n
s
o
f
q
u
a
lity
-
ev
alu
ated
ar
ticles,
with
ad
d
itio
n
al
r
elev
an
t
p
ar
ts
r
ea
d
as
n
ee
d
ed
.
T
h
is
SLR
aim
s
to
ex
am
i
n
e
p
r
ev
io
u
s
r
es
ea
r
ch
f
i
n
d
in
g
s
r
elate
d
t
o
alter
n
ativ
e
ass
ess
m
en
t's
ch
allen
g
es,
o
p
p
o
r
tu
n
ities
,
a
n
d
ef
f
ec
ts
in
teac
h
in
g
p
r
ac
tices.
T
h
e
ex
tr
ac
ted
d
ata
is
tab
u
late
d
f
o
r
ea
s
ier
an
aly
s
is
.
Giv
en
t
h
at
th
is
SLR
is
a
n
in
teg
r
ativ
e
r
ev
iew
co
m
b
in
in
g
v
ar
io
u
s
r
esear
ch
d
esig
n
s
,
q
u
alitativ
e
s
y
n
th
esis
i
s
d
ee
m
ed
th
e
m
o
s
t
ap
p
r
o
p
r
iate
an
aly
s
is
m
eth
o
d
[
4
0
]
–
[
4
2
]
.
T
h
em
atic
an
aly
s
is
,
o
n
e
o
f
th
e
b
est
q
u
alitativ
e
s
y
n
th
esis
tech
n
iq
u
es
f
o
r
an
aly
zi
n
g
f
in
d
in
g
s
f
r
o
m
d
if
f
e
r
en
t
r
esear
ch
d
esig
n
s
[
4
3
]
,
[
4
4
]
,
is
em
p
l
o
y
ed
t
o
id
e
n
tify
p
atter
n
s
b
ase
d
o
n
s
im
ilar
ity
o
r
r
elev
an
ce
o
f
ex
tr
ac
te
d
r
esear
ch
f
in
d
in
g
s
.
T
h
is
p
r
o
ce
s
s
in
v
o
lv
es
ex
am
in
in
g
in
d
iv
id
u
al
f
in
d
in
g
s
,
g
r
o
u
p
in
g
s
im
ilar
o
r
r
elate
d
o
n
es,
a
n
d
ass
ig
n
in
g
a
p
p
r
o
p
r
iate
t
h
em
es.
T
h
u
s
,
t
h
r
ee
m
ain
th
em
es
em
er
g
ed
:
i
)
ch
allen
g
es
o
f
alter
n
ativ
e
ass
ess
m
en
t
in
te
ac
h
in
g
p
r
ac
tices
;
ii
)
o
p
p
o
r
t
u
n
ities
f
o
r
teac
h
er
s
to
im
p
lem
en
t
alter
n
ativ
e
ass
es
s
m
en
t
;
an
d
iii
)
ef
f
ec
ts
o
n
teac
h
er
s
.
T
h
ese
th
em
es
u
n
d
er
wen
t
v
alid
atio
n
b
y
two
e
x
p
er
ts
in
SLR
an
d
ed
u
ca
tio
n
,
w
h
o
co
n
f
ir
m
e
d
th
ei
r
s
u
itab
ilit
y
an
d
r
elev
an
ce
to
t
h
e
r
esear
ch
q
u
esti
o
n
s
.
3.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
T
h
e
SLR
an
aly
ze
d
1
4
ar
ticle
s
p
u
b
lis
h
ed
b
etwe
en
2
0
1
9
an
d
2
0
2
3
in
v
ar
i
o
u
s
ed
u
ca
tio
n
a
l
jo
u
r
n
als,
em
p
lo
y
in
g
d
iv
e
r
s
e
r
esear
ch
m
eth
o
d
o
l
o
g
ies
with
a
p
r
e
d
o
m
in
an
ce
o
f
m
ix
ed
-
m
eth
o
d
ap
p
r
o
ac
h
es.
T
h
e
s
tu
d
ies
f
o
cu
s
ed
o
n
o
n
lin
e
alter
n
ativ
e
ass
es
s
m
en
t
ap
p
r
o
ac
h
es,
tec
h
n
o
lo
g
y
'
s
im
p
ac
t
o
n
teac
h
i
n
g
,
ass
es
s
m
en
t
r
u
b
r
ics,
an
d
k
n
o
wled
g
e
r
elate
d
to
ass
ess
m
en
t
f
o
r
lear
n
in
g
.
T
h
e
s
elec
ted
jo
u
r
n
als
wer
e
in
d
ex
ed
in
r
ep
u
tab
le
d
ata
b
ases
,
with
m
o
s
t
p
u
b
licatio
n
s
lis
ted
in
q
u
ar
tile
1
o
r
2
,
in
d
icatin
g
t
h
eir
h
ig
h
s
tan
d
in
g
in
th
e
f
ield
.
T
h
e
u
s
e
o
f
m
ix
ed
m
eth
o
d
s
in
m
a
n
y
s
tu
d
ies
u
n
d
e
r
s
co
r
es
th
e
v
alu
e
o
f
co
m
b
in
in
g
q
u
alitativ
e
an
d
q
u
a
n
titativ
e
ap
p
r
o
ac
h
es
to
y
ield
em
p
ir
ical
r
esu
lts
[
1
2
]
,
[
1
4
]
,
[
1
5
]
,
[
4
5
]
,
[
4
6
]
.
T
h
em
atic
an
aly
s
is
r
ev
ea
led
t
h
r
ee
m
ain
th
em
es:
ch
allen
g
e
s
o
f
alter
n
ativ
e
ass
ess
m
en
t
i
n
teac
h
in
g
p
r
ac
tices,
o
p
p
o
r
t
u
n
ities
f
o
r
teac
h
er
s
in
teac
h
in
g
th
r
o
u
g
h
alt
er
n
ativ
e
ass
ess
m
en
t,
an
d
th
e
ef
f
ec
t
o
f
alter
n
ativ
e
ass
es
s
m
en
t
o
n
teac
h
e
r
s
'
teac
h
in
g
p
r
ac
tices.
T
h
e
C
OVI
D
-
1
9
p
an
d
em
ic
h
as
em
p
h
asized
th
e
n
ee
d
f
o
r
alter
n
ativ
e
ass
es
s
m
en
t,
tr
an
s
f
o
r
m
in
g
co
n
v
en
tio
n
al
teac
h
i
n
g
a
n
d
lear
n
i
n
g
m
eth
o
d
s
in
to
o
n
lin
e
f
o
r
m
ats
[
1
2
]
,
[
1
5
]
,
[
1
7
]
,
[
1
8
]
,
[
3
5
]
.
T
h
ese
f
in
d
in
g
s
u
n
d
er
s
co
r
e
th
e
im
p
o
r
tan
ce
o
f
ad
a
p
tin
g
ass
ess
m
en
t
s
tr
ateg
ies
to
m
ee
t
th
e
ev
o
lv
in
g
n
ee
d
s
o
f
s
tu
d
e
n
ts
an
d
ed
u
ca
to
r
s
,
p
ar
ticu
lar
ly
in
th
e
f
ac
e
o
f
g
l
o
b
al
ch
allen
g
es.
3
.
1
.
T
hem
e
1
:
t
he
cha
lleng
e
o
f
a
lt
er
na
t
i
v
e
a
s
s
ess
m
ent
in t
ea
ching
pra
ct
ices
T
h
e
im
p
lem
en
tatio
n
o
f
alter
n
ativ
e
ass
e
s
s
m
en
t
in
teac
h
in
g
p
r
ac
tices
f
ac
es
two
p
r
im
ar
y
ch
allen
g
es:
teac
h
er
s
'
wi
llin
g
n
ess
to
ad
o
p
t
n
ew
m
eth
o
d
s
an
d
th
eir
k
n
o
wled
g
e
o
f
ass
ess
m
en
t
tech
n
iq
u
es.
Alter
n
ativ
e
ass
es
s
m
en
t,
a
f
o
r
m
o
f
class
r
o
o
m
ass
ess
m
en
t,
r
eq
u
ir
es
teac
h
er
s
to
d
iv
er
s
if
y
th
eir
ap
p
r
o
a
ch
es
an
d
im
p
lem
en
t
m
u
lti
-
task
ev
alu
atio
n
s
s
u
ch
a
s
co
u
r
s
ewo
r
k
an
d
p
r
o
ject
wo
r
k
.
Ho
we
v
er
,
m
an
y
ed
u
ca
to
r
s
s
tr
u
g
g
le
with
th
is
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
.
2
,
Ap
r
il
20
25
:
1
1
0
5
-
1
1
1
3
1110
tr
an
s
itio
n
.
Go
o
d
win
[
4
7
]
em
p
h
asized
th
e
im
p
o
r
tan
ce
o
f
co
r
r
ec
tly
u
s
in
g
ass
ess
m
en
t
r
u
b
r
ics,
wh
ile
Po
th
an
d
Sear
le
[
4
5
]
h
ig
h
lig
h
ted
th
e
lack
o
f
in
s
tr
u
ctio
n
al
g
u
id
a
n
ce
in
ass
e
s
s
m
en
t
d
esig
n
.
T
h
is
g
ap
in
s
k
ills
an
d
r
ea
d
in
ess
r
aises
is
s
u
es
o
f
v
alid
ity
,
r
eliab
ilit
y
,
a
n
d
e
q
u
ality
i
n
ass
es
s
m
en
t
p
r
ac
tices.
T
o
a
d
d
r
ess
th
ese
co
n
ce
r
n
s
,
Hilb
er
t
et
a
l.
[
3
5
]
p
r
o
p
o
s
ed
u
s
in
g
m
ac
h
in
e
lear
n
in
g
to
m
in
i
m
ize
in
co
n
s
is
ten
cies in
ed
u
ca
t
io
n
al
ass
ess
m
en
t.
T
h
e
s
ec
o
n
d
ch
allen
g
e
lies
in
teac
h
er
s
'
d
ep
th
o
f
ass
ess
m
en
t
k
n
o
wled
g
e,
wh
ich
e
n
co
m
p
ass
e
s
u
n
d
er
s
tan
d
i
n
g
h
o
w
t
o
teac
h
e
f
f
ec
tiv
ely
a
n
d
ass
ess
s
tu
d
en
ts
ac
cu
r
ately
.
C
h
en
et
a
l.
[
1
5
]
n
o
ted
t
h
e
n
ee
d
f
o
r
im
p
r
o
v
e
d
k
n
o
wled
g
e
o
f
ass
ess
m
en
t
m
eth
o
d
s
an
d
c
o
n
ten
t
d
eliv
er
y
ev
alu
atio
n
.
M
o
h
eb
i
an
d
E
ls
ay
ar
y
[
1
4
]
r
ev
ea
led
th
at
n
ea
r
ly
h
alf
o
f
th
e
teac
h
er
s
s
u
r
v
e
y
ed
lac
k
ed
a
d
eq
u
ate
k
n
o
wled
g
e
in
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
es
an
d
co
n
ten
t
m
atter
,
o
f
ten
s
tr
u
g
g
li
n
g
to
d
esig
n
ag
e
-
a
p
p
r
o
p
r
iate
ass
es
s
m
en
ts
.
Ad
d
itio
n
ally
,
tea
ch
er
s
m
ay
lack
t
h
e
n
ec
ess
ar
y
tr
ain
in
g
o
r
co
n
f
id
en
ce
to
ef
f
ec
tiv
ely
im
p
lem
e
n
t
th
ese
n
ew
ass
ess
m
en
t
tech
n
iq
u
es
[
4
8
]
.
T
h
is
d
ef
icien
cy
ty
p
ically
s
tem
s
f
r
o
m
lim
ited
ac
ce
s
s
to
tr
ain
in
g
a
n
d
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t
o
p
p
o
r
tu
n
ities
r
elate
d
to
alter
n
ativ
e
ass
ess
m
en
t.
Ad
d
r
ess
in
g
th
ese
ch
allen
g
es
r
eq
u
i
r
es
f
o
cu
s
ed
ef
f
o
r
ts
to
en
h
a
n
ce
teac
h
er
s
'
s
k
ill
s
an
d
u
n
d
er
s
tan
d
i
n
g
t
h
r
o
u
g
h
tar
g
et
ed
tr
ain
in
g
p
r
o
g
r
am
s
.
B
y
i
m
p
r
o
v
i
n
g
teac
h
er
s
'
co
m
p
ete
n
cies
in
alter
n
ativ
e
ass
es
s
m
en
t,
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
ca
n
f
o
s
ter
m
o
r
e
ef
f
e
ctiv
e
an
d
co
m
p
r
e
h
en
s
iv
e
ev
alu
atio
n
m
eth
o
d
s
,
u
ltima
tely
b
en
ef
itin
g
s
tu
d
en
t l
ea
r
n
in
g
,
a
n
d
d
ev
elo
p
m
en
t.
3
.
2
.
T
hem
e
2
:
o
pp
o
rt
u
nities f
o
r
t
ea
cher
s
in t
ea
ching
f
o
r
a
lt
er
na
t
iv
e
a
s
s
ess
m
ent
Alter
n
ativ
e
ass
ess
m
en
t
o
f
f
er
s
teac
h
er
s
n
ew
o
p
p
o
r
tu
n
ities
to
e
v
alu
ate
s
tu
d
e
n
t
p
r
o
g
r
ess
b
ey
o
n
d
tr
ad
itio
n
al
test
in
g
m
eth
o
d
s
,
p
r
o
v
id
in
g
a
m
o
r
e
co
m
p
r
eh
e
n
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
s
tu
d
e
n
t
ab
ilit
ies
o
v
er
tim
e.
T
ea
ch
er
s
'
ef
f
icac
y
in
im
p
lem
en
tin
g
th
ese
m
eth
o
d
s
is
cr
u
cial,
as
h
ig
h
lig
h
ted
b
y
Han
au
er
et
a
l.
[
4
9
]
wh
o
f
o
u
n
d
th
at
co
n
f
id
e
n
ce
in
s
u
b
ject
k
n
o
wled
g
e
s
ig
n
if
ican
tly
im
p
ac
ts
teac
h
in
g
s
elf
-
ef
f
icac
y
.
T
h
e
f
lex
ib
ilit
y
o
f
alter
n
ativ
e
ass
ess
m
en
t
en
ab
les
d
iv
er
s
e
ac
tiv
ities
s
u
ch
as
q
u
izze
s
,
p
r
o
ject
ass
ess
m
en
t
s
,
an
d
co
n
tin
u
o
u
s
ev
alu
atio
n
s
,
ca
ter
i
n
g
to
d
if
f
er
en
t
lear
n
in
g
s
ty
les
a
n
d
g
o
als.
I
n
n
o
v
ativ
e
a
p
p
r
o
ac
h
es,
lik
e
u
s
in
g
p
o
d
ca
s
ts
as
an
ass
es
s
m
en
t
to
o
l,
ca
n
s
ig
n
if
ic
an
tly
in
cr
ea
s
e
s
tu
d
en
t
m
o
tiv
a
tio
n
an
d
e
n
g
ag
em
e
n
t
wh
ile
d
ev
elo
p
in
g
s
tu
d
en
ts
'
co
m
m
u
n
icatio
n
s
k
ills
in
a
r
ea
l
-
wo
r
ld
co
n
tex
t
[
5
0
]
.
On
lin
e
s
im
u
latio
n
s
an
d
v
ir
tu
al
in
ter
ac
t
iv
e
clin
ics
p
r
o
v
id
e
v
alu
ab
le
o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
en
ts
to
b
u
ild
co
m
p
eten
ce
in
a
s
af
e
en
v
ir
o
n
m
en
t,
p
ar
ticu
l
ar
ly
in
f
ield
s
lik
e
s
o
cial
wo
r
k
wh
er
e
p
r
ac
tical
ex
p
er
ien
ce
is
cr
u
cial
[
5
1
]
.
T
h
e
C
OVI
D
-
1
9
p
an
d
e
m
ic
h
as a
cc
eler
ated
th
e
ad
o
p
tio
n
o
f
alter
n
ativ
e
ass
ess
m
en
t m
eth
o
d
s
,
esp
ec
ially
in
o
n
lin
e
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
.
S
ev
er
al
s
tu
d
ies
[
1
2
]
,
[
1
5
]
,
[
1
7
]
,
[
1
8
]
,
[
3
5
]
h
a
v
e
ex
p
lo
r
ed
v
ar
io
u
s
o
n
lin
e
ass
es
s
m
en
t
ap
p
r
o
ac
h
es,
with
Sar
ier
an
d
Uy
s
al
[
1
8
]
em
p
h
a
s
izin
g
th
e
n
ee
d
f
o
r
co
n
s
is
ten
t,
f
air
,
an
d
clea
r
ly
d
ef
in
ed
cr
iter
ia
i
n
v
i
r
tu
al
teac
h
in
g
e
n
v
ir
o
n
m
en
ts
.
T
h
e
ad
o
p
tio
n
o
f
o
p
en
ed
u
ca
tio
n
al
r
eso
u
r
ce
s
an
d
p
r
ac
tices
en
ab
les
m
o
r
e
s
tu
d
e
n
t
-
ce
n
ter
e
d
,
f
lex
ib
le
a
p
p
r
o
ac
h
es
to
ass
ess
m
en
t,
allo
win
g
f
o
r
g
r
ea
te
r
cu
s
to
m
izatio
n
o
f
lear
n
in
g
ex
p
er
ien
ce
s
[
5
2
]
.
E
-
ass
es
s
m
en
t
to
o
ls
f
ac
ilit
ate
n
ew
f
o
r
m
s
o
f
f
ee
d
b
ac
k
an
d
f
o
r
m
ativ
e
ass
ess
m
en
t,
en
ab
lin
g
m
o
r
e
f
r
eq
u
e
n
t a
n
d
ta
r
g
eted
ev
alu
atio
n
o
f
s
tu
d
en
t p
r
o
g
r
ess
[
6
]
.
I
n
ter
p
r
o
f
ess
io
n
al
p
ee
r
teac
h
in
g
p
r
o
g
r
am
s
,
wh
ich
ca
n
b
e
ad
ap
ted
to
o
n
lin
e
f
o
r
m
ats,
o
f
f
er
an
o
th
er
av
en
u
e
f
o
r
alter
n
ativ
e
ass
ess
m
en
t,
ev
alu
atin
g
n
o
t
o
n
ly
s
tu
d
en
ts
'
k
n
o
wled
g
e
b
u
t
al
s
o
th
eir
ab
ilit
y
to
co
m
m
u
n
icate
a
n
d
teac
h
o
th
e
r
s
[
5
3
]
.
H
o
wev
er
,
Ma
c
k
en
et
a
l.
[
5
4
]
n
o
ted
th
at
s
o
m
e
m
et
h
o
d
s
,
lik
e
s
elf
-
an
d
p
ee
r
-
ass
ess
m
en
t,
r
ec
eiv
ed
less
p
o
s
itiv
e
r
esp
o
n
s
es
f
r
o
m
s
tu
d
en
ts
in
o
n
lin
e
s
ettin
g
s
.
As
ed
u
ca
tio
n
co
n
tin
u
es
to
ev
o
lv
e,
teac
h
er
s
n
ee
d
to
a
d
ap
t
th
eir
ass
ess
m
en
t
s
tr
ateg
ies
t
o
en
s
u
r
e
e
f
f
ec
tiv
e
e
v
alu
atio
n
o
f
s
tu
d
en
t
lea
r
n
in
g
ac
r
o
s
s
d
iv
er
s
e
co
n
tex
ts
,
b
alan
cin
g
th
e
o
p
p
o
r
tu
n
ities
p
r
esen
t
ed
b
y
alter
n
ativ
e
ass
ess
m
en
ts
with
th
e
ch
allen
g
es
o
f
im
p
lem
en
tatio
n
in
v
ar
io
u
s
l
ea
r
n
in
g
e
n
v
ir
o
n
m
en
ts
.
3
.
3
.
T
hem
e
3
:
t
he
ef
f
ec
t
o
f
a
s
s
es
s
m
ent
in t
ea
ching
pra
ct
ices
T
h
e
im
p
lem
en
tatio
n
o
f
alter
n
ativ
e
ass
es
s
m
en
t
ap
p
r
o
ac
h
es
h
as
m
u
ltifa
ce
ted
an
d
p
r
o
f
o
u
n
d
ef
f
ec
ts
o
n
teac
h
in
g
p
r
ac
tices,
s
ig
n
if
ican
t
ly
en
h
an
cin
g
ed
u
ca
to
r
s
’
cr
ea
t
iv
ity
,
cr
itical
th
i
n
k
in
g
,
a
n
d
o
v
er
all
ef
f
ec
tiv
en
ess
.
T
h
ese
in
n
o
v
ativ
e
m
eth
o
d
s
en
co
u
r
ag
e
teac
h
er
s
t
o
b
e
m
o
r
e
in
v
en
tiv
e
in
th
eir
in
s
tr
u
ctio
n
al
s
tr
ateg
ies,
o
f
ten
ig
n
itin
g
s
tu
d
e
n
ts
’
in
ter
est
an
d
m
o
tiv
atio
n
,
wh
ich
in
tu
r
n
p
r
o
v
id
es
p
o
s
itiv
e
r
ein
f
o
r
ce
m
en
t
f
o
r
ed
u
ca
to
r
s
[
1
4
]
.
As
teac
h
er
s
ad
ap
t
th
eir
p
r
ac
tices
to
alig
n
with
alter
n
ativ
e
ass
es
s
m
en
ts
,
th
ey
f
r
eq
u
en
t
ly
f
in
d
th
em
s
elv
es
r
estru
ctu
r
in
g
th
eir
c
o
u
r
s
es
an
d
r
ec
o
n
s
id
er
in
g
th
eir
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
es,
lead
in
g
to
m
o
r
e
in
n
o
v
ativ
e
an
d
ef
f
ec
tiv
e
teac
h
in
g
m
et
h
o
d
s
[
5
]
.
T
h
is
s
h
if
t
p
r
o
m
o
tes
a
m
o
r
e
h
o
lis
tic
ev
alu
atio
n
o
f
s
tu
d
en
t
lear
n
in
g
,
en
co
u
r
a
g
in
g
teac
h
er
s
to
co
n
s
id
er
a
b
r
o
a
d
er
r
an
g
e
o
f
s
k
ills
an
d
co
m
p
ete
n
cies
[
5
5
]
,
wh
ic
h
ca
n
lead
to
a
m
o
r
e
co
m
p
r
eh
e
n
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
s
tu
d
en
t
ca
p
ab
ilit
ies
an
d
lear
n
in
g
o
u
tco
m
es.
T
h
e
ef
f
e
ctiv
en
ess
o
f
th
ese
m
eth
o
d
s
is
ev
id
en
ce
d
b
y
Mo
h
eb
i
an
d
E
ls
ay
ar
y
[
1
4
]
,
wh
ich
o
b
s
er
v
ed
teac
h
er
s
em
p
lo
y
in
g
d
iv
er
s
e
tech
n
iq
u
es
to
m
an
ag
e
th
eir
class
r
o
o
m
s
ef
f
ec
tiv
ely
.
Mo
r
eo
v
er
,
tech
n
o
lo
g
y
-
en
h
a
n
ce
d
ass
ess
m
en
t
allo
ws
f
o
r
m
o
r
e
f
r
eq
u
e
n
t,
em
b
ed
d
e
d
e
v
alu
atio
n
th
r
o
u
g
h
o
u
t
th
e
lear
n
in
g
p
r
o
ce
s
s
[
5
6
]
,
p
r
o
v
id
in
g
teac
h
er
s
with
r
ea
l
-
tim
e
in
s
ig
h
ts
in
to
s
tu
d
en
t p
r
o
g
r
ess
,
an
d
en
a
b
lin
g
m
o
r
e
r
esp
o
n
s
iv
e
an
d
ad
a
p
tiv
e
teac
h
in
g
s
tr
ateg
ies.
Fu
r
th
er
m
o
r
e
,
alter
n
ativ
e
ass
ess
m
en
t
ap
p
r
o
ac
h
es
co
n
tr
ib
u
te
s
ig
n
if
ican
tly
to
in
cr
ea
s
in
g
teac
h
er
s
’
u
n
d
er
s
tan
d
i
n
g
a
n
d
m
o
tiv
atio
n
in
th
eir
p
r
o
f
ess
io
n
al
r
o
les
.
As
r
ep
o
r
ted
b
y
Mo
h
eb
i
a
n
d
E
ls
ay
ar
y
[
1
4
]
,
p
er
f
o
r
m
an
ce
ev
alu
atio
n
o
f
tr
ain
ee
teac
h
er
s
p
o
s
itiv
ely
af
f
ec
ts
t
h
eir
p
er
f
o
r
m
an
c
e,
en
h
a
n
cin
g
th
eir
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
C
h
a
llen
g
es,
o
p
p
o
r
tu
n
ities
,
a
n
d
effec
ts
o
f a
lter
n
a
tive
a
s
s
ess
men
t a
p
p
r
o
a
c
h
es in
tea
ch
i
n
g
… (
N
a
jd
a
h
S
a
n
u
s
i
)
1111
co
m
p
r
eh
e
n
s
io
n
o
f
h
o
w
to
u
tili
ze
th
e
in
ter
n
al
class
r
o
o
m
en
v
ir
o
n
m
en
t
f
o
r
p
la
n
n
in
g
an
d
p
r
e
p
ar
atio
n
,
as
well
as
th
eir
p
r
o
f
ess
io
n
al
r
esp
o
n
s
ib
ilit
y
in
co
n
d
u
ctin
g
ass
ess
m
en
ts
.
T
h
ese
ap
p
r
o
ac
h
es
p
r
o
v
id
e
ed
u
ca
to
r
s
with
th
e
o
p
p
o
r
tu
n
ity
t
o
o
b
tain
m
o
r
e
h
o
lis
tic
in
f
o
r
m
atio
n
ab
o
u
t
s
t
u
d
en
ts
’
ac
h
ie
v
em
en
ts
,
in
clu
d
in
g
co
m
m
u
n
icatio
n
s
k
ills
,
cr
ea
tiv
ity
,
cr
itical
th
in
k
in
g
,
a
n
d
team
w
o
r
k
.
T
h
is
co
m
p
r
eh
en
s
iv
e
v
iew
o
f
s
tu
d
en
t
p
r
o
g
r
ess
n
o
t
o
n
ly
in
f
o
r
m
s
teac
h
in
g
p
r
ac
tices
b
u
t
also
m
o
tiv
ates
ed
u
ca
to
r
s
to
co
n
tin
u
ally
r
ef
in
e
th
eir
m
eth
o
d
s
.
T
h
e
im
p
ac
t
o
f
alter
n
ativ
e
ass
ess
m
en
t
o
n
teac
h
er
d
e
v
elo
p
m
e
n
t
is
f
u
r
t
h
er
s
u
p
p
o
r
ted
b
y
Ma
ck
e
n
et
a
l.
[
5
4
]
wh
o
f
o
u
n
d
th
at
tr
ain
ee
teac
h
er
s
s
u
cc
ess
f
u
lly
u
n
d
er
s
to
o
d
an
d
im
p
lem
en
ted
ass
es
s
m
en
t
f
o
r
lea
r
n
in
g
with
t
h
eir
p
r
i
m
ar
y
s
ch
o
o
l
s
tu
d
en
ts
d
u
r
in
g
a
p
h
y
s
ical
ed
u
ca
tio
n
m
o
d
u
le,
d
em
o
n
s
tr
atin
g
th
e
p
r
ac
tical
ap
p
licatio
n
o
f
th
ese
ap
p
r
o
ac
h
es
ac
r
o
s
s
v
ar
io
u
s
s
u
b
jects.
T
h
es
e
ass
ess
m
en
t
p
r
ac
tices
s
ig
n
if
ican
tly
in
f
l
u
en
ce
h
o
w
teac
h
er
s
s
tr
u
ctu
r
e
lear
n
in
g
ac
tiv
ities
an
d
in
ter
ac
t
with
s
tu
d
en
ts
[
6
]
,
o
f
ten
r
eq
u
ir
in
g
m
o
r
e
ac
tiv
e
s
tu
d
en
t
p
ar
ticip
atio
n
an
d
c
o
llab
o
r
atio
n
,
wh
ich
f
o
s
ter
s
a
m
o
r
e
in
ter
ac
t
iv
e
an
d
e
n
g
ag
in
g
class
r
o
o
m
en
v
ir
o
n
m
en
t.
As
a
r
esu
lt,
tea
ch
er
s
b
ec
o
m
e
m
o
r
e
ad
ep
t
at
p
lan
n
in
g
a
n
d
ass
ig
n
i
n
g
task
s
th
at
test
s
k
ills
b
ey
o
n
d
b
asic
k
n
o
wled
g
e,
ex
p
an
d
i
n
g
th
eir
p
r
ac
tices
to
co
v
er
co
m
p
r
e
h
en
s
iv
e
asp
ec
ts
o
f
lear
n
in
g
an
d
p
r
e
p
ar
in
g
s
tu
d
en
ts
f
o
r
life
af
ter
s
ch
o
o
l.
4.
CO
NCLU
SI
O
N
T
h
is
SLR
h
as
il
lu
m
in
ated
th
e
ch
allen
g
es,
o
p
p
o
r
t
u
n
ities
,
an
d
ef
f
ec
ts
o
f
alter
n
ati
v
e
ass
es
s
m
en
t
ap
p
r
o
ac
h
es
in
teac
h
in
g
p
r
ac
ti
ce
s
,
r
ev
ea
lin
g
s
ig
n
if
ican
t
im
p
licatio
n
s
f
o
r
ed
u
ca
tio
n
al
p
o
lic
y
,
teac
h
er
tr
ain
i
n
g
,
an
d
class
r
o
o
m
p
r
ac
tices.
T
h
e
f
in
d
in
g
s
u
n
d
e
r
s
co
r
e
th
e
n
ee
d
f
o
r
co
m
p
r
eh
e
n
s
iv
e
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
p
r
o
g
r
a
m
s
to
en
h
a
n
ce
teac
h
er
s
’
s
k
ills
in
d
esig
n
in
g
an
d
i
m
p
lem
en
tin
g
alter
n
ativ
e
ass
ess
m
en
ts
,
wh
ile
also
h
ig
h
lig
h
tin
g
th
e
p
o
ten
tial
o
f
t
ec
h
n
o
lo
g
y
in
te
g
r
atio
n
to
m
in
i
m
ize
in
co
n
s
is
ten
cies.
T
h
e
f
le
x
ib
ilit
y
an
d
h
o
lis
tic
n
atu
r
e
o
f
alter
n
ativ
e
ass
ess
m
en
ts
o
f
f
er
o
p
p
o
r
tu
n
ities
f
o
r
m
o
r
e
in
clu
s
iv
e
an
d
en
g
a
g
in
g
lea
r
n
in
g
en
v
ir
o
n
m
en
ts
,
p
ar
ticu
lar
ly
in
th
e
co
n
tex
t
o
f
in
cr
ea
s
ed
d
ig
ital
ad
o
p
tio
n
ac
ce
ler
ated
b
y
th
e
C
OVI
D
-
1
9
p
a
n
d
em
ic.
T
h
e
p
r
o
f
o
u
n
d
ef
f
ec
ts
o
n
teac
h
in
g
p
r
ac
tices,
f
o
s
ter
in
g
in
cr
ea
s
ed
cr
ea
tiv
ity
an
d
cr
itical
th
i
n
k
in
g
am
o
n
g
ed
u
ca
to
r
s
,
s
u
g
g
est
a
tr
an
s
f
o
r
m
ativ
e
p
o
te
n
tial
in
o
v
er
all
ed
u
ca
tio
n
q
u
a
lity
.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
f
o
cu
s
o
n
lo
n
g
-
ter
m
im
p
ac
t
s
tu
d
ies,
s
u
b
ject
-
s
p
ec
if
ic
ef
f
ec
tiv
en
ess
,
tech
n
o
lo
g
y
i
n
teg
r
atio
n
in
r
eso
u
r
ce
-
c
o
n
s
tr
a
in
ed
en
v
ir
o
n
m
e
n
ts
,
cr
o
s
s
-
cu
ltu
r
al
co
m
p
ar
is
o
n
s
,
i
m
p
r
o
v
e
m
en
ts
in
teac
h
er
p
r
ep
ar
atio
n
p
r
o
g
r
am
s
,
s
ca
lab
ilit
y
an
d
s
u
s
tain
ab
ilit
y
o
f
p
r
ac
tices,
an
d
in
-
d
e
p
th
s
tu
d
ies
o
n
s
tu
d
e
n
t
p
e
r
s
p
ec
tiv
e
s
.
B
y
ad
d
r
ess
in
g
th
ese
ar
e
as,
ed
u
ca
to
r
s
a
n
d
p
o
licy
m
ak
er
s
ca
n
wo
r
k
to
war
d
s
cr
ea
tin
g
m
o
r
e
e
f
f
ec
tiv
e,
in
clu
s
iv
e,
an
d
in
n
o
v
ativ
e
ed
u
ca
t
io
n
al
en
v
ir
o
n
m
en
ts
th
at
b
etter
p
r
e
p
ar
e
s
tu
d
en
ts
f
o
r
r
ea
l
-
wo
r
ld
c
h
allen
g
es in
th
e
2
1
s
t c
en
tu
r
y
.
RE
F
E
R
E
NC
E
S
[
1
]
R
.
M
e
y
l
a
n
i
,
“
A
c
o
m
p
a
r
a
t
i
v
e
a
n
a
l
y
si
s
o
f
t
r
a
d
i
t
i
o
n
a
l
a
n
d
mo
d
e
r
n
a
p
p
r
o
a
c
h
e
s
t
o
a
ss
e
ssm
e
n
t
a
n
d
e
v
a
l
u
a
t
i
o
n
i
n
e
d
u
c
a
t
i
o
n
,
”
Ba
t
ı
An
a
d
o
l
u
Eğ
i
t
i
m
B
i
l
i
m
l
e
r
i
D
e
rg
i
si
,
v
o
l
.
1
5
,
n
o
.
1
,
p
p
.
5
2
0
–
5
5
5
,
2
0
2
4
,
d
o
i
:
1
0
.
5
1
4
6
0
/
b
a
e
b
d
.
1
3
8
6
7
3
7
.
[
2
]
V
.
J.
O
w
a
n
,
K
.
B
.
A
b
a
n
g
,
D
.
O
.
I
d
i
k
a
,
E
.
O
.
E
t
t
a
,
a
n
d
B
.
A
.
B
a
sse
y
,
“
E
x
p
l
o
r
i
n
g
t
h
e
p
o
t
e
n
t
i
a
l
o
f
a
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
t
o
o
l
s
i
n
e
d
u
c
a
t
i
o
n
a
l
me
a
s
u
r
e
me
n
t
a
n
d
a
sses
s
men
t
,
”
E
u
ra
s
i
a
J
o
u
r
n
a
l
o
f
M
a
t
h
e
m
a
t
i
c
s,
S
c
i
e
n
c
e
a
n
d
T
e
c
h
n
o
l
o
g
y
Ed
u
c
a
t
i
o
n
,
v
o
l
.
1
9
,
n
o
.
8
,
p
.
e
m
2
3
0
7
,
A
u
g
.
2
0
2
3
,
d
o
i
:
1
0
.
2
9
3
3
3
/
e
j
ms
t
e
/
1
3
4
2
8
.
[
3
]
S
.
K
n
i
g
h
t
a
n
d
G
.
F
e
r
r
e
l
l
,
“
R
e
t
h
i
n
k
i
n
g
a
s
sessm
e
n
t
a
n
d
f
e
e
d
b
a
c
k
w
i
t
h
a
p
r
i
n
c
i
p
l
e
i
n
f
o
r
me
d
a
p
p
r
o
a
c
h
,
”
i
n
Pr
o
c
e
e
d
i
n
g
s
o
f
EU
N
I
S
,
2
0
2
2
,
p
p
.
1
7
8
–
1
6
8
,
d
o
i
:
1
0
.
2
9
0
0
7
/
9
l
2
q
.
[
4
]
G
.
T.
L.
B
r
o
w
n
,
“
T
h
e
p
a
s
t
,
p
r
e
se
n
t
a
n
d
f
u
t
u
r
e
o
f
e
d
u
c
a
t
i
o
n
a
l
a
ss
e
ssm
e
n
t
:
a
t
r
a
n
s
d
i
sci
p
l
i
n
a
r
y
p
e
r
sp
e
c
t
i
v
e
,
”
Fr
o
n
t
i
e
rs
i
n
E
d
u
c
a
t
i
o
n
,
v
o
l
.
7
,
p
.
1
0
6
0
6
3
3
,
N
o
v
.
2
0
2
2
,
d
o
i
:
1
0
.
3
3
8
9
/
f
e
d
u
c
.
2
0
2
2
.
1
0
6
0
6
3
3
.
[
5
]
I
.
D
a
r
c
i
e
,
M
.
v
a
n
d
e
r
K
l
o
e
t
,
a
n
d
R
.
G
r
a
y
,
“
F
i
n
d
i
n
g
y
o
u
r
f
e
e
t
i
n
t
h
e
d
a
r
k
:
h
o
w
mak
i
n
g
t
e
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
v
i
s
i
b
l
e
e
n
a
b
l
e
s
c
h
a
n
g
e
i
n
c
o
u
r
se
a
n
d
a
ss
e
ssm
e
n
t
d
e
s
i
g
n
,
”
E
u
r
o
p
e
a
n
J
o
u
r
n
a
l
o
f
H
i
g
h
e
r
Ed
u
c
a
t
i
o
n
,
p
p
.
1
–
1
7
,
2
0
2
4
,
d
o
i
:
1
0
.
1
0
8
0
/
2
1
5
6
8
2
3
5
.
2
0
2
3
.
2
3
0
1
5
9
9
.
[
6
]
Y
.
Z
h
a
n
,
D
.
S
u
n
,
H
.
M
.
K
o
n
g
,
a
n
d
Y
.
Ze
n
g
,
“
P
r
i
mar
y
s
c
h
o
o
l
t
e
a
c
h
e
r
s’
c
l
a
s
sr
o
o
m‐
b
a
s
e
d
e
‐
a
ss
e
ssm
e
n
t
p
r
a
c
t
i
c
e
s
:
i
n
si
g
h
t
s
f
r
o
m
t
h
e
t
h
e
o
r
y
o
f
p
l
a
n
n
e
d
b
e
h
a
v
i
o
u
r
,
”
B
ri
t
i
sh
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
l
T
e
c
h
n
o
l
o
g
y
,
v
o
l
.
5
5
,
p
p
.
2
7
4
0
–
2
7
5
9
,
M
a
y
2
0
2
4
,
d
o
i
:
1
0
.
1
1
1
1
/
b
j
e
t
.
1
3
4
7
8
.
[
7
]
L
.
H
u
t
s
a
l
o
,
I
.
S
k
l
i
a
r
,
A
.
A
b
r
o
s
i
m
o
v
,
a
n
d
N
.
K
h
a
r
c
h
e
n
k
o
,
“
S
t
r
a
t
e
g
i
e
s
f
o
r
d
e
v
e
l
o
p
i
n
g
c
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
a
n
d
p
r
o
b
l
e
m
-
b
a
s
e
d
l
e
a
r
n
i
n
g
i
n
t
h
e
m
o
d
e
r
n
e
d
u
c
a
t
i
o
n
a
l
e
n
v
i
r
o
n
m
e
n
t
,
”
M
u
l
t
i
d
i
s
c
i
p
l
i
n
a
r
y
S
c
i
e
n
c
e
J
o
u
r
n
a
l
,
v
o
l
.
6
,
p
p
.
1
–
7
,
2
0
2
4
,
d
o
i
:
1
0
.
3
1
8
9
3
/
m
u
l
t
i
s
c
i
e
n
c
e
.
2
0
2
4
s
s
0
2
0
9
.
[
8
]
R
.
A
l
r
e
s
h
i
d
i
a
n
d
F
.
S
.
A
l
r
e
sh
i
d
i
,
“
T
h
e
e
f
f
e
c
t
i
v
e
n
e
ss
o
f
p
r
o
b
l
e
m
-
b
a
s
e
d
l
e
a
r
n
i
n
g
i
n
i
m
p
r
o
v
i
n
g
c
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
a
n
d
p
r
o
b
l
e
m
-
so
l
v
i
n
g
sk
i
l
l
s
i
n
me
d
i
c
a
l
st
u
d
e
n
t
s
:
a
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2
4
]
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.
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[
2
7
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2
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[
3
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.
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.
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[
3
3
]
N
.
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.
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smai
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.
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(
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)
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.
[
3
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[
4
8
]
B
.
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h
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n
d
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a
n
d
D
.
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i
n
k
e
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ma
n
,
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T
e
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t
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o
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[
4
9
]
D
.
I
.
H
a
n
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t
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l
.
,
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o
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n
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9
2
1
.
[
5
0
]
S
.
P
e
r
r
y
,
“
P
o
d
c
a
st
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s
a
f
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m
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ssess
me
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t
:
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n
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t
mo
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a
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[
5
1
]
S
.
V
a
ss
o
s
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n
d
M
.
H
u
n
t
,
“
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i
r
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a
l
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n
t
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r
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p
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r
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p
a
r
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g
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l
w
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k
st
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o
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Ed
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p
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1
–
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o
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6
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0
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3
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7
5
6
5
5
.
[
5
2
]
R
.
C
u
m
mi
n
g
s
,
“
P
o
st
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p
a
n
d
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m
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c
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t
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o
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a
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p
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2
0
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0
2
.
1
1
.
[
5
3
]
A
.
B
u
r
g
e
ss,
C
.
v
a
n
D
i
g
g
e
l
e
,
C
.
S
c
h
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,
I
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H
a
q
,
a
n
d
D
.
L
e
a
d
b
e
a
t
t
e
r
,
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n
i
n
t
e
r
p
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f
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ss
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o
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a
l
p
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t
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l
t
h
p
r
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f
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ssi
o
n
a
l
st
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t
s
:
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f
a
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v
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s
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o
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[
5
4
]
S
.
M
a
c
k
e
n
,
A
.
M
a
c
P
h
a
i
l
,
a
n
d
A
.
C
a
l
d
e
r
o
n
,
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x
p
l
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p
r
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mar
y
p
r
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e
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r
s’
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se
o
f
‘
a
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l
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a
r
n
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n
g
’
w
h
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l
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h
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n
g
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sc
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m
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t
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h
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c
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a
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rt
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y
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v
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l
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5
,
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o
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5
,
p
p
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9
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p
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2
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8
9
8
9
.
2
0
2
0
.
1
7
5
2
6
4
7
.
[
5
5
]
B
.
T
o
l
g
f
o
r
s
,
D
.
B
a
r
k
e
r
,
G
.
N
y
b
e
r
g
,
a
n
d
H
.
L
a
r
sso
n
,
“
A
ss
e
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n
t
f
o
r
a
n
d
o
f
l
e
a
r
n
i
n
g
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n
n
o
n
l
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n
e
a
r
m
o
v
e
me
n
t
e
d
u
c
a
t
i
o
n
p
r
a
c
t
i
c
e
s,
”
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y
s
i
c
a
l
E
d
u
c
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t
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o
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a
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d
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p
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y
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p
p
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4
,
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u
l
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2
0
2
3
,
d
o
i
:
1
0
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7
4
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9
8
9
.
2
0
2
3
.
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2
3
0
2
4
4
.
[
5
6
]
M
.
A
l
-
H
a
i
l
,
M
.
F
.
Z
g
u
i
r
,
a
n
d
M
.
K
o
ç
,
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E
x
p
l
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r
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n
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d
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g
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t
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l
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e
a
r
n
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n
g
o
p
p
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u
n
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s
a
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d
c
h
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l
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g
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s
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r
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d
u
c
a
t
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o
n
i
n
s
t
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t
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t
e
s:
st
a
k
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o
l
d
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r
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n
a
l
y
si
s
o
n
t
h
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f
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a
l
me
d
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a
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t
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t
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c
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g
–
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me
n
t
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a
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v
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r
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t
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t
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r
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”
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u
st
a
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a
b
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,
v
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l
.
1
6
,
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o
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5
,
p
.
6
4
1
3
,
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l
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2
0
2
4
,
d
o
i
:
1
0
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3
3
9
0
/
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u
1
6
1
5
6
4
1
3
.
B
I
O
G
RAP
H
I
E
S O
F
AUTH
O
RS
Na
jd
a
h
S
a
n
u
si
is
a
P
h
.
D
.
Ca
n
d
i
d
a
te,
F
a
c
u
lt
y
o
f
Ed
u
c
a
ti
o
n
,
U
n
iv
e
rsiti
Ke
b
a
n
g
sa
a
n
M
a
lay
sia
,
M
a
lay
sia
.
He
r
re
se
a
rc
h
in
tere
sts
a
re
te
a
c
h
in
g
a
n
d
lea
rn
i
n
g
,
c
las
sro
o
m
a
ss
e
ss
m
e
n
t,
tea
c
h
e
r
p
r
o
fe
ss
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n
a
l
d
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v
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lo
p
m
e
n
t,
f
u
t
u
re
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d
u
c
a
ti
o
n
,
a
n
d
tec
h
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teg
ra
ti
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n
in
tea
c
h
in
g
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
at
e
m
a
il
:
p
1
2
1
3
2
2
@s
iswa
.
u
k
m
.
e
d
u
.
m
y
.
H
a
fizha
h
Zu
lk
if
li
is
a
lec
tu
re
r
in
Na
ti
o
n
a
l
Un
i
v
e
rsiti
Ke
b
a
n
g
s
a
a
n
M
a
lay
sia
.
S
h
e
is
in
tere
ste
d
in
re
se
a
rc
h
o
n
p
h
il
o
so
p
h
y
fo
r
c
h
il
d
re
n
c
a
ll
e
d
Hi
k
m
a
h
p
e
d
a
g
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y
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n
M
a
lay
sia
,
M
o
ra
l
E
d
u
c
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ti
o
n
,
a
n
d
Isla
m
ic
E
d
u
c
a
ti
o
n
.
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c
e
n
tl
y
,
sh
e
is
i
n
v
o
l
v
e
d
i
n
re
se
a
rc
h
o
n
Hik
m
a
h
(wisd
o
m
)
in
Isla
m
ic E
d
u
c
a
ti
o
n
.
C
u
rre
n
tl
y
,
sh
e
is wo
rk
i
n
g
o
n
p
r
o
d
u
c
in
g
m
a
teria
ls t
h
a
t
a
re
m
o
re
a
p
p
ro
p
riate
fo
r
th
e
M
a
lay
sia
n
a
n
d
Isla
m
ic
c
u
lt
u
re
s
a
n
d
trad
it
io
n
s.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
h
a
fizh
a
h
_
z
u
l
k
ifl
i@
u
k
m
.
e
d
u
.
m
y
.
Mo
h
d
Is
a
H
a
m
z
a
h
is
lec
tu
re
r
in
Un
i
v
e
rsiti
Ke
b
a
n
g
sa
a
n
M
a
lay
sia
.
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i
s
in
tere
ste
d
in
re
se
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rc
h
o
n
Isla
m
ic
Ed
u
c
a
ti
o
n
a
n
d
Ara
b
ic
Lan
g
u
a
g
e
In
stru
c
ti
o
n
.
Re
c
e
n
tl
y
,
h
e
is
in
v
o
lv
e
d
in
th
e
re
se
a
rc
h
o
f
in
f
o
r
m
a
ti
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o
m
m
u
n
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n
tec
h
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o
lo
g
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d
Isla
m
ic
e
d
u
c
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ti
o
n
o
n
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n
d
ra
g
o
g
y
tea
c
h
i
n
g
a
n
d
lea
rn
in
g
.
Cu
rre
n
tl
y
,
h
e
is
wo
rk
in
g
o
n
Wa
q
a
f
p
ro
jec
t
o
n
a
n
d
ra
g
o
g
y
tea
c
h
in
g
a
n
d
lea
rn
in
g
.
He
a
lso
wo
rk
i
n
g
o
n
d
e
v
e
lo
p
m
e
n
t
o
f
p
re
s
c
h
o
o
l
Al
-
Q
u
ra
n
m
o
d
u
le.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
isa
_
h
a
m
z
a
h
@u
k
m
.
e
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