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o
r
ized
b
y
s
tu
d
e
n
ts
,
ass
ig
n
in
g
a
g
r
ad
e
[
9
]
.
H
o
wev
er
,
an
ass
ess
m
en
t
ap
p
r
o
ac
h
f
o
cu
s
ed
o
n
lear
n
i
n
g
p
r
o
m
o
tes
a
s
h
if
t
to
war
d
s
u
n
d
er
s
tan
d
in
g
an
d
ap
p
l
y
in
g
k
n
o
wled
g
e
in
r
ea
l
-
life
s
itu
atio
n
s
[
1
0
]
.
T
h
is
tr
ad
itio
n
al
ap
p
r
o
ac
h
h
as
h
a
d
a
g
r
ea
te
r
im
p
ac
t
o
n
d
is
cip
lin
es
lik
e
p
h
y
s
ical
ed
u
ca
tio
n
,
wh
er
e
th
e
in
f
lu
e
n
ce
o
f
s
p
o
r
ts
h
as
s
h
ap
ed
ass
ess
m
en
t
p
r
ac
tices
[
1
1
]
.
I
n
th
e
C
h
ilean
co
n
te
x
t,
th
is
em
p
h
asis
o
n
th
e
tech
n
ical
ex
ec
u
tio
n
o
f
s
p
o
r
ts
m
o
v
em
en
ts
h
as o
f
ten
r
eleg
ated
th
e
b
r
o
ad
e
r
r
o
le
o
f
p
h
y
s
ical
ed
u
ca
tio
n
with
in
th
e
s
ch
o
o
l
cu
r
r
icu
lu
m
[
1
2
]
,
[
1
3
]
.
I
n
co
n
tr
ast,
f
o
r
m
ativ
e
a
n
d
s
h
ar
ed
ass
ess
m
en
t
s
y
s
tem
s
h
av
e
em
er
g
ed
as
ef
f
ec
tiv
e
alter
n
ativ
es,
p
r
o
m
o
ti
n
g
lear
n
in
g
an
d
im
p
r
o
v
in
g
th
e
teac
h
er
'
s
r
o
le
in
th
e
T
-
L
p
r
o
c
ess
[
1
4
]
.
Nu
m
er
o
u
s
s
tu
d
ies
h
av
e
d
em
o
n
s
tr
ated
th
e
p
o
s
itiv
e
ef
f
ec
ts
o
f
th
ese
s
y
s
tem
s
o
n
s
tu
d
en
t
au
to
n
o
m
y
[
1
5
]
,
[
1
6
]
,
im
p
r
o
v
e
d
s
elf
-
p
er
ce
p
tio
n
o
f
ac
q
u
ir
ed
c
o
m
p
eten
cies
[
1
7
]
,
an
d
th
eir
i
m
p
lem
en
tatio
n
in
tu
to
r
e
d
lear
n
in
g
p
r
o
jects
[
1
8
]
,
in
clu
d
in
g
v
ir
tu
al
f
o
r
m
ats
[
1
9
]
.
T
o
ad
d
r
ess
th
is
is
s
u
e,
th
e
p
r
esen
t
s
tu
d
y
p
r
o
p
o
s
es
id
en
tify
in
g
th
e
ass
es
s
m
en
t
s
y
s
tem
s
u
s
ed
d
u
r
in
g
t
h
e
in
itial
tr
ain
in
g
o
f
p
h
y
s
ical
e
d
u
ca
tio
n
teac
h
er
s
in
f
o
u
r
u
n
iv
er
s
ity
ca
m
p
u
s
es
in
s
o
u
th
er
n
C
h
ile.
T
h
e
s
tu
d
y
an
aly
ze
s
b
o
t
h
f
ac
u
lty
a
n
d
s
tu
d
en
t
p
er
ce
p
tio
n
s
,
s
ee
k
in
g
co
h
er
en
ce
o
r
d
is
cr
ep
a
n
cy
b
etwe
en
ass
ess
m
en
t
p
r
ac
tices
an
d
co
m
p
eten
cy
d
ev
elo
p
m
en
t.
T
h
r
o
u
g
h
a
q
u
an
titat
iv
e
ap
p
r
o
ac
h
,
d
ata
o
n
th
e
f
r
e
q
u
en
cy
an
d
ty
p
es
o
f
ass
es
s
m
en
t
to
o
ls
u
s
ed
ar
e
c
o
llected
.
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
will
p
r
o
v
id
e
i
n
s
ig
h
ts
in
to
th
e
p
er
ce
p
tio
n
s
o
f
ass
es
s
m
en
t
f
r
o
m
b
o
th
s
tu
d
en
ts
an
d
f
ac
u
lty
in
C
h
ilean
I
T
E
PE,
wh
ich
is
p
ar
ticu
lar
ly
r
elev
an
t
g
iv
en
th
at
in
ter
n
atio
n
al
e
v
id
en
ce
s
till
r
e
p
o
r
ts
th
at
tr
ad
itio
n
al
m
eth
o
d
s
p
r
ev
ail,
w
h
ile
th
e
in
te
g
r
atio
n
o
f
f
o
r
m
ativ
e
an
d
s
h
ar
ed
ap
p
r
o
ac
h
es r
em
ai
n
s
lim
ited
[
1
4
]
,
[
2
0
]
.
T
h
e
in
n
o
v
atio
n
o
f
t
h
is
r
esear
ch
lies
in
th
e
co
m
p
ar
ativ
e
an
al
y
s
is
o
f
s
tu
d
en
t
an
d
teac
h
er
p
er
ce
p
tio
n
s
o
f
ass
es
s
m
en
t
in
I
T
E
PE.
T
h
e
s
tu
d
y
aim
s
to
p
r
o
v
id
e
c
r
u
cial
in
f
o
r
m
atio
n
f
o
r
r
ef
o
r
m
in
g
ass
ess
m
en
t
s
y
s
tem
s
an
d
alig
n
in
g
th
em
with
cu
r
r
en
t
e
d
u
ca
tio
n
al
d
em
a
n
d
s
.
T
h
e
r
esu
lts
ar
e
ex
p
ec
ted
to
g
u
id
e
th
e
im
p
lem
en
tatio
n
o
f
im
p
r
o
v
em
e
n
ts
in
th
e
tr
ai
n
in
g
ce
n
ter
s
in
v
o
l
v
ed
in
th
e
s
tu
d
y
,
esp
ec
ially
b
y
d
r
awin
g
o
n
e
v
id
en
ce
th
at
h
ig
h
lig
h
ts
th
e
n
ee
d
t
o
m
o
v
e
awa
y
f
r
o
m
ce
r
tific
atio
n
-
ce
n
ter
ed
ass
ess
m
en
t
m
o
d
els,
wh
ic
h
h
a
v
e
s
h
o
w
n
lim
ited
im
p
ac
t
o
n
lear
n
in
g
,
an
d
to
war
d
s
p
r
ac
tice
s
th
at
p
r
o
m
o
te
d
ee
p
er
lear
n
in
g
.
T
h
is
s
h
if
t
is
p
ar
ticu
lar
ly
im
p
o
r
tan
t
in
p
h
y
s
ical
ed
u
ca
tio
n
,
wh
e
r
e
tr
ad
itio
n
al
m
eth
o
d
s
,
s
u
ch
as
p
h
y
s
ical
f
itn
ess
test
s
,
h
av
e
in
f
lu
en
c
ed
th
e
d
is
cip
lin
e'
s
ass
es
s
m
en
t
p
r
ac
tices
[
2
1
]
,
[
2
2
]
.
T
h
e
a
d
o
p
tio
n
o
f
lea
r
n
in
g
-
o
r
ien
ted
ass
ess
m
en
ts
in
I
T
E
PE
is
ess
en
tial
f
o
r
th
e
f
u
tu
r
e
d
ev
elo
p
m
en
t o
f
th
is
f
ield
.
Fo
r
all
th
e
af
o
r
em
en
tio
n
ed
r
ea
s
o
n
s
,
it
is
cr
u
cial
to
u
n
d
er
s
tan
d
,
f
r
o
m
th
e
p
er
s
p
ec
tiv
e
o
f
th
e
k
ey
ac
to
r
s
in
th
e
T
-
L
p
r
o
ce
s
s
,
wh
at
ty
p
e
o
f
ass
ess
m
en
t
is
b
ein
g
u
s
ed
i
n
I
T
E
PE,
f
r
o
m
h
er
e
ar
is
es
th
e
r
esear
ch
q
u
esti
o
n
:
“
wh
at
ar
e
th
e
ass
ess
m
en
t
s
y
s
tem
s
u
s
ed
d
u
r
in
g
th
e
in
itial
tr
ain
in
g
o
f
p
h
y
s
ical
ed
u
ca
ti
o
n
teac
h
er
s
in
f
o
u
r
u
n
iv
er
s
ity
ca
m
p
u
s
es
in
th
e
s
o
u
th
er
n
m
o
s
t
r
eg
io
n
o
f
C
h
ile,
b
ased
o
n
th
e
p
er
ce
p
tio
n
s
o
f
f
a
cu
lty
an
d
s
tu
d
en
ts
r
eg
ar
d
in
g
th
ese
s
y
s
tem
s
?”
T
o
an
s
wer
th
is
q
u
esti
o
n
,
th
e
o
b
jectiv
e
o
f
th
e
p
r
esen
t
s
tu
d
y
is
t
o
i
d
en
tify
th
e
ass
es
s
m
en
t sy
s
tem
s
u
s
ed
d
u
r
in
g
th
e
in
itial tr
ain
in
g
o
f
p
h
y
s
ical
ed
u
ca
tio
n
teac
h
er
s
in
f
o
u
r
u
n
iv
er
s
ity
ca
m
p
u
s
es
in
th
e
s
o
u
th
er
n
m
o
s
t r
eg
i
o
n
o
f
C
h
ile,
f
r
o
m
th
e
p
er
s
p
ec
tiv
e
o
f
f
ac
u
lty
v
s
.
s
tu
d
en
ts
.
2.
M
E
T
H
O
D
C
o
n
s
id
er
in
g
th
at
asp
ec
ts
r
el
ated
to
th
e
s
am
p
le
wer
e
alr
ea
d
y
k
n
o
w
n
,
an
in
ten
tio
n
al
an
d
n
o
n
-
p
r
o
b
a
b
ilis
tic
s
am
p
lin
g
m
eth
o
d
was
u
s
ed
[
2
3
]
.
T
h
e
s
am
p
le
h
ad
to
co
m
p
lete
a
q
u
esti
o
n
n
air
e,
a
q
u
an
titativ
e
ap
p
r
o
ac
h
was
em
p
l
o
y
ed
[
2
4
]
.
T
h
e
q
u
esti
o
n
n
air
e
u
s
ed
was
t
h
e
“
q
u
esti
o
n
n
air
e
f
o
r
t
h
e
s
tu
d
y
o
f
th
e
ass
ess
m
en
t
s
y
s
tem
in
th
e
in
itial
tr
ain
in
g
o
f
p
h
y
s
ical
ed
u
ca
tio
n
teac
h
er
s
,
”
a
v
alid
ated
in
s
tr
u
m
en
t
th
at
h
as
b
ee
n
p
r
ev
io
u
s
ly
u
s
ed
in
b
o
th
in
te
r
n
atio
n
al
a
n
d
n
atio
n
al
c
o
n
tex
ts
.
I
t
c
o
n
s
is
ted
o
f
6
3
item
s
o
r
g
a
n
ized
in
to
ten
q
u
esti
o
n
s
[
2
5
]
.
C
o
n
s
id
er
in
g
th
at
th
e
p
r
esen
t
s
tu
d
y
em
p
lo
y
ed
a
q
u
a
n
titativ
e
ap
p
r
o
ac
h
to
co
m
p
ar
e
t
h
e
p
er
c
ep
tio
n
s
o
f
s
tu
d
e
n
ts
v
s
.
teac
h
er
s
r
eg
ar
d
in
g
th
e
ass
ess
m
en
t
s
y
s
tem
s
in
I
T
E
PE,
th
e
s
am
p
lin
g
was
n
o
n
-
p
r
o
b
ab
ili
s
tic
an
d
in
clu
d
ed
a
s
am
p
le
o
f
5
3
8
s
tu
d
en
ts
an
d
6
0
teac
h
er
s
.
T
o
r
ec
o
r
d
p
ar
ticip
an
ts
’
p
er
ce
p
tio
n
s
,
a
4
-
p
o
in
t
L
ik
er
t
s
ca
le
was
u
s
ed
(
n
o
n
e
o
r
f
ew;
s
o
m
e
o
r
m
ed
i
u
m
;
m
an
y
o
r
h
ig
h
;
all
o
r
v
e
r
y
h
ig
h
)
.
T
h
e
in
s
tr
u
m
en
t'
s
ap
p
licatio
n
p
r
o
ce
s
s
ad
h
er
ed
to
s
tr
ict
eth
ical/m
eth
o
d
o
lo
g
ical
asp
ec
ts
,
wh
ich
wer
e
p
r
ev
io
u
s
ly
an
aly
ze
d
an
d
ap
p
r
o
v
ed
b
y
t
h
e
s
cien
tific
eth
ics
co
m
m
ittee
o
f
th
e
Un
iv
e
r
s
ity
o
f
L
o
s
L
a
g
o
s
(
C
E
C
-
Ulag
o
s
)
,
an
d
ea
ch
p
ar
ticip
a
n
t
s
ig
n
ed
a
n
in
f
o
r
m
ed
co
n
s
en
t
f
o
r
m
.
T
h
e
d
ata
wer
e
an
aly
ze
d
u
s
in
g
d
escr
ip
tiv
e
s
tatis
tics
to
o
b
tain
th
e
ar
ith
m
etic
m
ea
n
(
M)
an
d
th
e
s
tan
d
ar
d
d
ev
iatio
n
(
SD)
.
T
h
ese
d
ata
wer
e
th
en
s
u
b
jecte
d
to
in
f
er
en
tial
s
tatis
tica
l
an
aly
s
is
(
m
ea
n
d
if
f
e
r
en
ce
)
,
co
r
r
elatin
g
th
e
ass
ess
m
en
ts
o
f
s
tu
d
en
ts
an
d
teac
h
er
s
u
s
in
g
th
e
Ma
n
n
-
W
h
itn
ey
U
test
,
with
a
s
ig
n
if
ican
ce
le
v
el
(
Sig
.
)
o
f
p
≤
0
.
0
5
.
T
h
e
en
tire
p
r
o
ce
s
s
was c
ar
r
ied
o
u
t u
s
in
g
S
PS
S st
a
tis
t
ical
s
o
f
twar
e,
v
er
s
io
n
1
8
.
0
.
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
Th
e
p
r
a
ctica
l rea
lity o
f le
a
r
n
in
g
a
s
s
ess
men
t in
in
itia
l te
a
ch
e
r
tr
a
in
in
g
fr
o
m
… (
F
r
a
n
cisco
Ga
lla
r
d
o
-
F
u
en
tes
)
2411
3.
RE
SU
L
T
S
T
h
e
s
am
p
le
c
o
n
s
is
ted
o
f
5
3
8
s
tu
d
en
ts
with
ag
es
(
M=
2
1
.
8
,
SD=2
.
9
)
an
d
6
0
teac
h
er
s
with
ag
es
(
M=
4
2
.
9
,
SD=1
2
.
3
)
,
all
b
el
o
n
g
in
g
t
o
th
e
in
itial
tr
ai
n
in
g
o
f
p
h
y
s
ical
ed
u
ca
tio
n
teac
h
er
s
f
r
o
m
f
o
u
r
u
n
iv
er
s
ity
ca
m
p
u
s
es
lo
ca
ted
in
th
e
s
o
u
th
er
n
m
o
s
t
r
eg
io
n
o
f
C
h
ile.
T
h
e
r
esu
lts
s
h
o
w
th
at
th
e
o
p
in
io
n
s
o
f
s
tu
d
en
ts
an
d
teac
h
er
s
r
eg
a
r
d
in
g
th
e
ass
ess
m
en
t
s
y
s
tem
s
ap
p
lied
an
d
e
x
p
er
ien
ce
d
,
as
well
as
th
eir
ali
g
n
m
en
t
with
wh
at
is
estab
lis
h
ed
in
th
e
co
u
r
s
e
s
y
llab
i,
in
d
icate
th
at
t
h
is
ag
r
ee
m
en
t
o
cc
u
r
s
b
etwe
en
“
o
f
ten
”
an
d
“
alwa
y
s
”
(
s
tu
d
en
ts
:
M=
3
.
2
/
SD=0
.
7
;
teac
h
er
s
:
M=
3
.
4
/SD=0
.
7
)
,
with
n
o
s
ig
n
if
ic
an
t
d
if
f
er
e
n
ce
s
in
p
er
ce
p
tio
n
.
On
th
e
o
th
e
r
h
an
d
,
in
r
esp
o
n
s
e
to
th
e
q
u
esti
o
n
“f
o
r
s
tu
d
en
ts
:
how
o
f
ten
h
av
e
tea
ch
er
s
,
th
r
o
u
g
h
th
e
ass
ess
m
en
t
s
y
s
tem
u
s
ed
in
th
e
d
if
f
er
en
t c
o
u
r
s
es,
in
f
o
r
m
ed
y
o
u
ab
o
u
t y
o
u
r
lear
n
in
g
?
(
M=
2
.
6
/SD=0
.
9
)
;
f
o
r
teac
h
er
s
:
h
o
w
o
f
ten
d
o
y
o
u
in
f
o
r
m
s
tu
d
en
ts
ab
o
u
t
th
eir
lear
n
in
g
t
h
r
o
u
g
h
th
e
ass
ess
m
en
t
s
y
s
tem
u
s
ed
?
(
M=
3
.
4
/SD=0
.
6
)
,
”
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
s
wer
e
f
o
u
n
d
b
etwe
en
th
e
p
er
c
ep
tio
n
s
o
f
ea
ch
g
r
o
u
p
[
U=
2
3
6
5
5
.
0
/Si
g
.
0
.
0
1
*
]
,
wh
e
r
e
th
e
teac
h
er
s
'
p
er
ce
p
tio
n
was
s
ig
n
if
ican
tly
h
ig
h
er
t
h
an
th
at
o
f
th
e
s
tu
d
e
n
ts
.
T
ab
le
1
p
r
esen
ts
th
e
ass
ess
m
en
ts
r
elate
d
to
th
e
im
p
o
r
tan
ce
an
d
p
r
esen
ce
o
f
a
s
er
ies o
f
co
g
n
itiv
e
ab
ilit
ies.
T
ab
le
1
.
Pre
s
en
ts
th
e
ap
p
r
ec
iatio
n
s
o
f
th
e
im
p
o
r
tan
ce
an
d
p
r
e
s
en
ce
o
f
co
g
n
itiv
e
ab
ilit
ies in
co
u
r
s
e
ev
alu
atio
n
s
y
s
tem
s
SN
V
a
l
u
e
I
n
d
i
c
a
t
o
r
V
a
l
u
e
A
B
S
t
u
d
e
n
t
s
Te
a
c
h
e
r
s
S
v
s.
T
S
t
u
d
e
n
t
s
Te
a
c
h
e
r
s
S
v
s.
T
M
SD
M
SD
U
S
-
T
S
i
g
.
M
SD
M
SD
U
S
-
T
S
i
g
.
1
3
.
3
0
.
9
2
.
8
1
.
0
1
1
9
6
6
.
0
0
.
0
1
*
R
e
me
mb
e
r
3
.
1
0
.
9
2
.
6
1
.
1
1
1
9
6
0
.
0
0
.
0
1
*
2
3
.
8
0
.
4
3
.
8
0
.
4
1
6
2
4
0
.
0
0
.
9
3
A
p
p
l
y
3
.
4
0
.
7
3
.
6
0
.
6
1
8
7
2
9
.
0
0
.
0
3
*
3
3
.
8
0
.
4
3
.
8
0
.
4
1
6
0
2
6
.
0
0
.
86
U
n
d
e
r
st
a
n
d
3
.
3
0
.
7
3
.
4
0
.
7
1
7
2
3
8
.
5
0
.
3
5
4
3
.
7
0
.
6
3
.
8
0
.
4
1
8
2
8
5
.
0
0
.
0
3
*
A
n
a
l
y
z
e
3
.
1
0
.
8
3
.
3
0
.
8
1
5
2
5
6
.
5
0
.
3
6
5
3
.
6
0
.
7
3
.
8
0
.
5
1
8
8
5
2
.
0
0
.
1
2
S
y
n
t
h
e
si
z
e
3
.
1
0
.
8
3
.
2
0
.
8
1
7
4
7
3
.
0
0
.
2
7
6
3
.
6
0
.
7
3
.
8
0
.
4
1
9
0
1
2
.
5
0
.
0
1
*
Ev
a
l
u
a
t
e
2
.
9
1
.
0
3
.
3
0
.
9
1
9
7
5
5
.
5
0
.
0
1
*
U
=
U
d
e
M
a
n
n
-
W
h
i
t
n
e
y
;
T=
T
e
a
c
h
e
r
s;
S
=
S
t
u
d
e
n
t
s*
p
≤
0
.
0
5
R
eg
ar
d
in
g
t
h
e
im
p
o
r
tan
ce
th
at
s
tu
d
en
ts
an
d
teac
h
er
s
p
lac
e
o
n
th
e
p
r
esen
ce
o
f
v
ar
io
u
s
co
g
n
itiv
e
ab
ilit
ies
in
I
T
E
PE,
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
wer
e
o
b
s
er
v
ed
in
t
h
r
ee
asp
ec
ts
.
On
th
e
o
n
e
h
a
n
d
,
s
tu
d
en
ts
p
er
ce
iv
e
a
s
ig
n
if
ican
tly
g
r
ea
ter
im
p
o
r
t
an
ce
in
th
e
co
g
n
itiv
e
ab
ilit
y
o
f
“
r
em
em
b
er
,
”
wh
ile
teac
h
er
s
p
lace
s
ig
n
if
ican
tly
m
o
r
e
v
alu
e
o
n
th
e
im
p
o
r
tan
ce
o
f
co
g
n
itiv
e
ab
ilit
ies
s
u
ch
as
“
an
aly
ze
”
an
d
“
ev
alu
ate
”
.
W
h
en
ask
ed
ab
o
u
t
th
e
p
r
esen
ce
o
f
th
ese
co
g
n
itiv
e
a
b
ilit
ies
in
th
e
co
u
r
s
es
th
ey
h
av
e
tak
en
o
r
ta
u
g
h
t,
s
ig
n
if
ica
n
t
d
if
f
er
e
n
ce
s
wer
e
f
o
u
n
d
in
th
r
ee
ca
s
es.
Stu
d
en
ts
co
n
s
id
er
th
e
p
r
esen
ce
o
f
th
e
co
g
n
itiv
e
ab
ilit
ies
o
f
“
r
em
em
b
er
”
a
n
d
“
ap
p
ly
”
to
b
e
h
ig
h
e
r
co
m
p
ar
ed
to
th
e
tea
ch
er
s
'
p
er
ce
p
tio
n
.
On
t
h
e
o
th
e
r
h
an
d
,
teac
h
er
s
p
e
r
ce
iv
e
a
s
i
g
n
if
ican
tly
g
r
ea
ter
p
r
esen
ce
o
f
t
h
e
co
g
n
itiv
e
ab
ili
ty
“
ev
alu
ate
”
.
R
eg
ar
d
in
g
th
e
d
e
g
r
ee
o
f
c
o
h
e
r
en
ce
b
etwe
en
v
ar
i
o
u
s
elem
en
ts
co
n
tain
ed
in
th
e
co
u
r
s
e
s
y
llab
i,
s
u
ch
as:
i
)
th
e
p
r
o
g
r
am
'
s
o
b
jectiv
es
;
ii
)
th
e
co
n
ten
t
;
iii
)
th
e
co
m
p
e
ten
cies
;
iv
)
th
e
teac
h
in
g
m
eth
o
d
o
lo
g
y
;
an
d
v
)
th
e
ass
es
s
m
en
t
an
d
g
r
a
d
in
g
.
Sig
n
if
ican
t
d
if
f
er
en
ce
s
wer
e
o
b
s
er
v
ed
f
o
r
all
th
e
a
f
o
r
em
e
n
tio
n
ed
elem
en
ts
,
with
h
ig
h
er
r
atin
g
s
f
r
o
m
teac
h
e
r
s
in
all
ca
s
es,
s
u
g
g
esti
n
g
a
lo
wer
p
er
ce
p
tio
n
o
f
co
h
er
en
ce
a
m
o
n
g
s
tu
d
e
n
ts
.
T
h
e
d
ata
r
eg
ar
d
in
g
th
e
p
er
ce
p
tio
n
o
f
th
e
p
r
esen
ce
o
f
a
s
er
ies
o
f
ass
es
s
m
en
t
in
s
tr
u
m
en
ts
an
d
p
r
o
ce
d
u
r
es
ca
n
b
e
o
b
s
er
v
ed
in
T
ab
le
2
.
T
h
e
p
er
ce
p
tio
n
o
f
t
h
e
f
r
eq
u
e
n
cy
o
f
u
s
e
o
f
d
if
f
er
e
n
t
ass
es
s
m
en
t
in
s
tr
u
m
en
ts
/p
r
o
ce
d
u
r
es
r
ev
ea
led
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
s
in
s
ix
asp
ec
ts
.
I
n
all
ca
s
es,
s
tu
d
en
ts
g
av
e
s
ig
n
i
f
ican
tly
h
i
g
h
er
r
ati
n
g
s
,
in
d
icatin
g
th
at
ex
am
s
/tes
ts
,
s
h
o
r
t
-
an
s
wer
ex
a
m
s
,
clo
s
ed
-
en
d
ed
q
u
esti
o
n
s
ex
am
s
,
an
d
wr
itten
ex
am
s
ar
e
u
s
ed
b
etwe
en
“so
m
e”
an
d
“o
f
ten
,
”
wh
ile
r
ep
o
r
ts
an
d
ess
ay
s
ar
e
em
p
lo
y
ed
b
etwe
en
“o
f
ten
”
an
d
“a
lway
s
.
”
R
eg
ar
d
in
g
th
e
co
h
er
en
ce
o
f
th
ese
ass
ess
m
en
t
in
s
tr
u
m
en
ts
/p
r
o
ce
d
u
r
es
with
th
e
d
ev
elo
p
m
en
t
o
f
teac
h
in
g
co
m
p
e
ten
cies,
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
wer
e
o
b
s
er
v
ed
in
th
r
ee
asp
ec
ts
.
T
ea
ch
er
s
p
er
ce
iv
ed
s
ig
n
if
ica
n
tly
g
r
ea
te
r
co
h
e
r
en
ce
with
“p
o
r
tf
o
lio
s
”
a
n
d
“r
ep
o
r
ts
o
r
w
r
itten
ass
ig
n
m
en
ts
.
”
On
th
e
o
th
er
h
a
n
d
,
s
tu
d
en
ts
co
n
s
id
er
ed
th
at
“o
r
al
ex
am
s
”
wer
e
m
o
r
e
alig
n
ed
with
teac
h
i
n
g
co
m
p
eten
cies,
g
iv
in
g
th
em
s
ig
n
if
ican
tly
g
r
ea
ter
im
p
o
r
ta
n
ce
.
Fu
r
th
er
m
o
r
e
,
th
e
a
p
p
lied
in
s
tr
u
m
en
t
(
q
u
esti
o
n
n
air
e
)
i
n
clu
d
ed
s
ev
er
al
s
tatem
en
ts
r
elate
d
to
ass
es
s
m
en
t,
aim
in
g
to
g
at
h
er
t
h
e
lev
els
o
f
ag
r
ee
m
en
t
b
etwe
en
teac
h
er
s
an
d
s
tu
d
en
ts
.
Of
th
e
s
ev
en
s
tatem
en
ts
p
r
esen
ted
,
all
r
ec
eiv
ed
h
ig
h
r
atin
g
s
(
with
a
h
ig
h
o
r
v
er
y
h
i
g
h
d
eg
r
ee
o
f
a
g
r
ee
m
e
n
t)
.
Fo
u
r
o
f
th
em
r
ec
eiv
ed
s
im
ilar
ap
p
r
ec
iatio
n
f
r
o
m
b
o
t
h
g
r
o
u
p
s
(
“T
h
e
ass
ess
m
en
t
test
s
ar
e
b
ased
o
n
a
n
ag
r
ee
m
en
t
with
th
e
teac
h
er
s
”;
“T
h
e
co
llectio
n
o
f
in
f
o
r
m
ati
o
n
f
o
r
ass
ess
m
en
t
g
en
er
ates
ten
s
io
n
an
d
n
er
v
o
u
s
n
ess
in
s
tu
d
en
ts
”;
“T
h
e
co
llectio
n
o
f
in
f
o
r
m
atio
n
f
o
r
ass
es
s
m
en
t
f
o
s
ter
s
s
tu
d
en
t
m
o
tiv
atio
n
f
o
r
lear
n
in
g
”;
an
d
“
Prio
r
k
n
o
wled
g
e
o
f
th
e
ass
es
s
m
en
t
s
y
s
tem
f
av
o
r
s
th
e
s
tu
d
en
t's
lear
n
in
g
p
r
o
ce
s
s
”)
.
Me
an
wh
ile,
th
r
ee
s
ta
tem
en
ts
p
r
esen
ted
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
s
(
“
T
h
e
in
ter
ac
tio
n
b
etwe
en
teac
h
er
s
an
d
s
tu
d
e
n
ts
f
av
o
r
s
th
e
ass
ess
m
en
t
p
r
o
ce
s
s
”
[
U=
1
8
8
4
3
.
5
/Si
g
.
0
.
0
1
*
]
;
“T
h
e
ass
es
s
m
en
t
test
s
ar
e
an
n
o
u
n
ce
d
with
s
u
f
f
icien
t
n
o
tice”
[
U=
1
9
3
7
6
.
0
/
Sig
.
0
.
0
3
*
]
;
“Po
s
itiv
e
ass
ess
m
en
t
im
p
ac
ts
th
e
s
tu
d
en
t'
s
s
elf
-
esteem
”
[
U=
1
8
4
1
5
.
5
/S
ig
.
0
.
0
3
*
]
)
,
with
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
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2
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I
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t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
3
,
J
u
n
e
20
25
:
2
4
0
9
-
2
4
1
8
2412
s
ig
n
if
ican
tly
h
ig
h
er
r
atin
g
s
f
r
o
m
teac
h
er
s
in
all
ca
s
es.
T
h
e
r
atin
g
s
r
eg
a
r
d
in
g
th
e
r
ea
s
o
n
s
wh
y
th
e
ass
ess
m
en
t
s
y
s
tem
h
as n
o
t b
ee
n
a
d
eq
u
ate
ca
n
b
e
s
ee
n
in
T
ab
le
3
.
As
s
h
o
wn
in
T
ab
le
3
,
r
eg
ar
d
in
g
th
e
r
ea
s
o
n
s
b
eh
i
n
d
i
n
ad
e
q
u
ate
ass
ess
m
en
t
p
r
o
ce
s
s
es,
f
o
u
r
item
s
wer
e
f
o
u
n
d
with
s
ig
n
if
ica
n
t
d
if
f
er
en
ce
s
i
n
p
er
ce
p
tio
n
b
et
wee
n
s
tu
d
en
ts
a
n
d
teac
h
er
s
.
I
n
all
f
o
u
r
ca
s
es,
s
tu
d
en
ts
h
ad
a
s
ig
n
i
f
ican
tly
h
i
g
h
er
p
er
ce
p
tio
n
(
b
etwe
en
“so
m
e”
an
d
“o
f
ten
”)
o
f
s
itu
atio
n
s
r
elate
d
to
teac
h
er
s
,
s
u
ch
as
lack
o
f
m
o
tiv
atio
n
,
lack
o
f
tr
ain
in
g
,
lack
o
f
clar
it
y
,
an
d
th
e
co
m
p
lex
ity
o
f
th
e
ass
e
s
s
m
en
t
s
y
s
tem
its
elf
.
Fin
ally
,
r
eg
a
r
d
in
g
h
o
w
g
r
ad
i
n
g
was
estab
lis
h
ed
,
b
o
th
s
tu
d
en
ts
an
d
teac
h
e
r
s
g
av
e
a
h
ig
h
lev
el
o
f
ag
r
ee
m
en
t
(
b
etwe
en
“m
e
d
iu
m
”
an
d
“
h
ig
h
”)
to
th
e
f
o
ll
o
win
g
s
tatem
en
ts
:
“Stu
d
en
ts
g
r
ad
e
t
h
em
s
elv
es
(
p
ar
tially
o
r
c
o
m
p
letely
)
”;
“G
r
ad
in
g
is
d
o
n
e
th
r
o
u
g
h
d
ialo
g
u
e
an
d
c
o
n
s
en
s
u
s
(
b
etwe
en
te
ac
h
er
s
an
d
s
tu
d
e
n
ts
)
(
p
ar
tially
o
r
co
m
p
letely
)
”;
“Gr
ad
in
g
is
b
ased
o
n
s
elf
-
ass
ess
m
en
t
(
p
ar
tially
o
r
co
m
p
letely
)
”;
an
d
“Gr
ad
in
g
is
b
ased
o
n
p
ee
r
ass
ess
m
en
t
(
b
etwe
en
class
m
ate
s
)
(
p
ar
tially
o
r
co
m
p
letely
)
.
”
On
l
y
o
n
e
s
tatem
en
t
s
h
o
wed
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
s
b
etwe
en
teac
h
er
s
an
d
s
tu
d
en
ts
(
“
T
h
e
g
r
ad
e
is
d
ec
id
ed
b
y
th
e
t
ea
ch
er
b
ased
o
n
th
e
ass
es
s
m
en
t”
[
U
=1
1
7
2
4
.
0
/ Sig
.
0
.
0
1
*
]
)
,
with
s
tu
d
en
ts
g
iv
in
g
it a
h
ig
h
er
r
atin
g
.
T
ab
le
2
.
Pre
s
en
t
f
r
e
q
u
en
c
y
an
d
co
h
er
e
n
ce
o
f
ass
ess
m
en
t in
s
t
r
u
m
en
ts
in
teac
h
er
tr
ain
in
g
co
u
r
s
es
SN
V
a
l
u
e
I
n
d
i
c
a
t
o
r
V
a
l
u
e
A
B
S
t
u
d
e
n
t
s
Te
a
c
h
e
r
s
S
v
s.
T
S
t
u
d
e
n
t
s
Te
a
c
h
e
r
s
S
v
s.
T
M
SD
M
SD
U
S
-
T
S
i
g
.
M
SD
M
SD
U
S
-
T
S
i
g
.
1
2
.
3
1
.
2
2
.
3
1
.
3
6
4
9
7
.
0
0
.
7
9
Te
a
c
h
e
r
's c
l
a
ssr
o
o
m
o
b
s
e
r
v
a
t
i
o
n
(
o
b
s
e
r
v
a
t
i
o
n
sh
e
e
t
s)
2
.
9
1
.
0
3
.
0
1
.
0
1
6
8
2
3
.
5
0
.
5
9
2
2
.
8
0
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9
2
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1
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1
1
4
0
1
4
.
5
0
.
0
8
P
a
r
t
i
c
i
p
a
t
i
o
n
c
o
n
t
r
o
l
i
n
t
h
e
c
l
a
ssr
o
o
m (i
n
g
r
o
u
p
s
a
n
d
d
e
b
a
t
e
s)
3
.
2
0
.
9
3
.
0
1
.
0
1
4
9
0
4
.
0
0
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2
8
3
2
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6
1
.
1
1
.
7
1
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5
1
0
2
8
5
.
5
0
.
0
1
*
M
u
l
t
i
p
l
e
-
c
h
o
i
c
e
t
e
s
t
2
.
6
1
.
0
2
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7
1
.
2
1
7
5
7
2
.
5
0
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2
5
4
2
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1
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2
2
.
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1
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3
1
4
1
9
7
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5
0
.
1
1
O
p
e
n
-
e
n
d
e
d
q
u
e
s
t
i
o
n
s
e
x
a
m
2
.
9
1
.
0
3
.
0
1
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0
1
7
8
4
4
.
0
0
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1
6
5
2
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4
1
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1
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8
1
.
3
1
2
0
7
8
.
0
0
.
0
1
*
S
h
o
r
t
-
a
n
sw
e
r
q
u
e
st
i
o
n
s
e
x
a
m (b
r
i
e
f
e
x
p
l
a
n
a
t
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o
n
s)
2
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8
1
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1
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1
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4
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2
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1
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1
1
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1
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4
9
6
6
2
.
0
0
.
0
1
*
C
l
o
se
d
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e
n
d
e
d
q
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e
st
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o
n
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e
x
a
m (d
e
f
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n
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t
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o
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1
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0
2
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1
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2
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1
3
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3
6
.
0
0
.
0
3
*
W
r
i
t
t
e
n
e
x
a
ms
w
i
t
h
d
o
c
u
me
n
t
s
2
.
7
1
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1
2
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1
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1
1
8
0
5
5
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1
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m
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3
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2
5
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*
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3
.
2
1
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2
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1
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1
5
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8
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4
0
P
r
a
c
t
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c
a
l
t
e
s
t
s
o
f
a
p
h
y
s
i
c
a
l
n
a
t
u
r
e
(
p
h
y
si
c
a
l
e
x
e
r
c
i
s
e
s,
g
a
me
si
t
u
a
t
i
o
n
s)
3
.
5
0
.
8
3
.
3
1
.
0
1
5
3
6
5
.
5
0
.
4
6
10
2
.
1
1
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3
2
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1
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1
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2
0
7
.
0
0
.
4
1
P
o
r
t
f
o
l
i
o
s
2
.
4
1
.
2
3
.
0
1
.
0
1
9
9
9
8
.
5
0
.
0
1
*
11
2
.
0
1
.
3
1
.
7
1
.
4
1
4
0
3
3
.
0
0
.
0
9
F
i
e
l
d
n
o
t
e
b
o
o
k
s
2
.
4
1
.
2
2
.
7
1
.
2
1
8
3
7
6
.
0
0
.
0
7
12
3
.
5
0
.
8
3
.
3
0
.
9
1
3
3
4
6
.
5
0
.
0
1
*
R
e
p
o
r
t
s
o
r
w
r
i
t
t
e
n
a
ssi
g
n
m
e
n
t
s
3
.
0
1
.
0
3
.
3
0
.
8
1
8
7
4
9
.
5
0
.
0
3
*
13
3
.
1
1
.
0
2
.
6
1
.
1
1
1
9
6
7
.
5
0
.
0
1
*
Essay
s
b
a
se
d
o
n
w
r
i
t
t
e
n
t
e
x
t
s
o
r
a
u
d
i
o
v
i
s
u
a
l
mat
e
r
i
a
l
s
3
.
1
1
.
0
3
.
0
1
.
2
1
6
4
5
3
.
0
0
.
8
1
U
=
U
d
e
M
a
n
n
-
W
h
i
t
n
e
y
;
T=
T
e
a
c
h
e
r
s;
S
=
S
t
u
d
e
n
t
s
;
*
p
≤
0
.
0
5
T
ab
le
3
.
Pre
s
en
t
l
ev
el
o
f
ag
r
ee
m
en
t w
ith
s
tatem
en
ts
r
elate
d
to
th
e
ca
u
s
es o
f
a
n
in
ad
e
q
u
ate
ass
es
s
m
en
t sy
s
tem
SN
I
n
d
i
c
a
t
o
r
V
a
l
u
e
S
t
u
d
e
n
t
s
Te
a
c
h
e
r
s
S
v
s.
T
M
SD
M
SD
U
S
-
T
S
i
g
.
1
Th
e
t
e
a
c
h
e
r
's
l
a
c
k
o
f
m
o
t
i
v
a
t
i
o
n
2
.
0
1
.
3
1
.
2
1
.
3
1
0
4
7
5
.
5
0
.
0
1
*
2
Th
e
t
e
a
c
h
e
r
's
l
a
c
k
o
f
t
r
a
i
n
i
n
g
1
.
9
1
.
3
1
.
3
1
.
3
1
2
4
3
0
.
0
0
.
0
1
*
3
Th
e
c
o
m
p
l
e
x
i
t
y
o
f
t
h
e
a
ss
e
ssm
e
n
t
sy
s
t
e
m
i
t
s
e
l
f
2
.
4
1
.
1
1
.
7
1
.
3
1
1
1
8
0
.
0
0
.
0
1
*
4
Th
e
t
e
a
c
h
e
r
's
l
a
c
k
o
f
c
l
a
r
i
t
y
i
n
a
p
p
l
y
i
n
g
i
t
2
.
4
1
.
2
1
.
5
1
.
3
9
8
7
9
.
0
0
.
0
1
*
5
Th
e
l
a
c
k
o
f
t
i
me
f
o
r
a
ssessm
e
n
t
2
.
3
1
.
2
2
.
2
1
.
4
1
5
5
0
1
.
5
0
.
5
9
6
Th
e
e
x
c
e
ssi
v
e
n
u
m
b
e
r
o
f
s
t
u
d
e
n
t
s
p
e
r
c
l
a
ss
2
.
2
1
.
4
2
.
5
1
.
5
1
7
9
4
9
.
5
0
.
1
5
U
=
U
d
e
M
a
n
n
-
W
h
i
t
n
e
y
;
T=
T
e
a
c
h
e
r
s;
S
=
S
t
u
d
e
n
t
s*
p
≤
0
.
0
5
4.
DIS
CU
SS
I
O
N
B
o
th
s
tu
d
en
ts
an
d
teac
h
er
s
g
e
n
er
ally
ag
r
ee
o
n
th
e
ad
eq
u
ac
y
o
f
th
e
ass
ess
m
en
t
s
y
s
tem
s
in
ac
co
r
d
an
ce
with
th
e
co
u
r
s
e
p
r
o
g
r
a
m
s
.
T
h
is
in
d
icate
s
an
o
r
g
an
izatio
n
al
co
n
ce
r
n
f
o
r
d
esig
n
in
g
cu
r
r
icu
la
r
elem
en
ts
,
s
u
ch
as
p
lan
s
an
d
p
r
o
g
r
am
s
,
co
h
er
en
tl
y
an
d
im
p
lem
en
tin
g
th
em
in
t
h
e
T
-
L
p
r
o
ce
s
s
f
aith
f
u
lly
to
th
eir
d
esig
n
.
Similar
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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2252
-
8
8
2
2
Th
e
p
r
a
ctica
l rea
lity o
f le
a
r
n
in
g
a
s
s
ess
men
t in
in
itia
l te
a
ch
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r
tr
a
in
in
g
fr
o
m
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F
r
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Ga
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d
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-
F
u
en
tes
)
2413
r
esu
lts
ca
n
b
e
f
o
u
n
d
i
n
th
e
liter
atu
r
e
[
2
6
]
.
Ho
wev
er
,
th
is
ca
n
n
o
t
b
e
co
n
s
id
er
ed
a
s
o
lv
e
d
is
s
u
e,
as
ev
en
in
ter
tiar
y
ed
u
ca
tio
n
p
r
o
g
r
am
s
(
s
u
ch
as
m
aster
’
s
p
r
o
g
r
am
s
)
,
th
er
e
ar
e
c
o
n
f
lictin
g
p
er
ce
p
tio
n
s
r
eg
ar
d
in
g
th
e
cu
r
r
icu
lar
alig
n
m
en
t
b
etwe
en
ass
ess
m
en
t
an
d
lear
n
in
g
o
u
tco
m
es
[
2
7
]
.
Similar
ly
,
co
n
ce
r
n
in
g
an
im
p
o
r
tan
t
elem
en
t
s
u
ch
as
f
ee
d
b
ac
k
,
a
s
ig
n
if
ican
t
d
is
cr
ep
an
cy
was
o
b
s
er
v
ed
in
th
e
p
er
ce
p
tio
n
o
f
h
o
w
f
r
eq
u
en
tly
s
tu
d
en
ts
ar
e
in
f
o
r
m
ed
ab
o
u
t
th
eir
lear
n
in
g
.
Stu
d
en
ts
r
ated
th
i
s
s
ig
n
if
ican
tly
lo
wer
,
wh
ich
is
also
s
ee
n
in
o
th
er
s
tu
d
ies
[
2
8
]
.
W
h
ile
teac
h
er
s
p
er
ce
iv
e
th
ey
p
r
o
v
id
e
f
ee
d
b
ac
k
f
r
eq
u
en
tly
,
s
tu
d
en
ts
f
ee
l
th
is
d
o
es
n
o
t
h
ap
p
e
n
as
o
f
ten
.
T
h
is
f
in
d
i
n
g
is
cr
u
cial
b
ec
au
s
e
f
ee
d
b
ac
k
is
f
u
n
d
am
en
t
al
to
th
e
T
-
L
p
r
o
ce
s
s
,
an
d
s
ev
e
r
al
s
tu
d
ies o
v
er
th
e
p
ast
d
ec
ad
e
h
av
e
s
h
o
wn
a
l
ac
k
o
f
teac
h
e
r
-
s
tu
d
en
t
c
o
m
m
u
n
icatio
n
,
wh
e
r
e
s
tu
d
en
ts
p
er
ce
iv
e
th
e
u
s
e
o
f
tech
n
iq
u
es
an
d
i
n
s
tr
u
m
en
ts
th
at
d
o
n
o
t
f
o
s
ter
d
ialo
g
u
e
,
d
ee
p
en
in
g
th
e
t
r
ad
itio
n
al
f
o
cu
s
o
n
g
r
ad
in
g
th
r
o
u
g
h
f
in
al
ex
am
s
an
d
m
u
ltip
le
-
ch
o
i
ce
test
s
[
2
9
]
–
[
3
1
]
.
As
s
ee
n
in
o
th
er
s
tu
d
ies,
s
tu
d
en
ts
r
ate
th
e
co
g
n
itiv
e
a
b
ilit
y
o
f
“
r
em
em
b
er
in
g
”
h
ig
h
e
r
,
wh
i
le
teac
h
er
s
co
n
s
id
er
th
e
c
o
g
n
itiv
e
a
b
ilit
ies
o
f
“
an
aly
zin
g
”
an
d
“
ev
alu
ati
n
g
”
as
th
e
m
o
s
t
im
p
o
r
tan
t
[3
2
]
.
T
h
is
d
if
f
e
r
en
ce
in
p
er
ce
p
tio
n
co
u
ld
b
e
e
x
p
lain
e
d
b
y
th
e
f
ac
t
th
at
s
tu
d
e
n
ts
tr
ad
itio
n
ally
e
x
p
er
ien
ce
ass
ess
m
en
t
s
y
s
tem
s
wh
er
e
co
g
n
itiv
e
ab
ilit
ies
s
u
ch
as
“
r
em
em
b
er
in
g
,
ap
p
ly
i
n
g
,
an
d
u
n
d
er
s
tan
d
in
g
”
p
r
ed
o
m
in
ate
[3
3
]
.
R
eg
ar
d
i
n
g
th
e
p
r
esen
ce
o
f
d
if
f
er
en
t
co
g
n
itiv
e
ab
ilit
ies
in
th
e
co
u
r
s
es
th
ey
h
av
e
p
ar
ticip
ate
d
in
(
s
tu
d
en
ts
)
an
d
d
ir
ec
ted
(
teac
h
er
s
)
,
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
s
ex
is
t.
T
ea
ch
er
s
r
ep
o
r
t
a
g
r
ea
ter
p
r
esen
ce
o
f
ab
ilit
ies
lik
e
“
ev
alu
atin
g
,
”
wh
ile
s
tu
d
en
ts
p
er
ce
iv
e
a
g
r
ea
ter
p
r
esen
ce
o
f
“
r
em
em
b
er
i
n
g
”
an
d
“
ap
p
ly
in
g
,
”
as
s
ee
n
in
b
o
th
r
ec
en
t
an
d
d
ec
ad
e
-
o
ld
s
tu
d
ies
[3
4
]
–
[
3
6
]
.
R
eg
ar
d
in
g
th
e
d
eg
r
ee
o
f
co
h
er
en
ce
b
etwe
en
th
e
elem
e
n
ts
co
n
tain
ed
in
th
e
co
u
r
s
e
p
r
o
g
r
a
m
s
(
o
b
jectiv
es,
c
o
n
ten
t,
co
m
p
eten
cies,
m
eth
o
d
o
lo
g
ies,
ass
ess
m
en
t,
a
n
d
g
r
ad
i
n
g
)
,
s
ig
n
if
ican
t
d
is
cr
ep
an
cies
wer
e
o
b
s
er
v
ed
f
o
r
all
elem
e
n
ts
,
with
teac
h
er
s
r
atin
g
co
h
e
r
en
ce
h
ig
h
er
,
i
n
co
n
t
r
ast
to
s
tu
d
en
ts
'
s
ig
n
if
ican
tly
lo
we
r
r
atin
g
s
.
T
h
ese
f
in
d
in
g
s
ar
e
co
n
s
is
ten
t
with
p
r
ev
io
u
s
s
tu
d
ies
[3
2
]
,
[3
7
]
an
d
co
u
ld
b
e
ex
p
lain
ed
b
y
th
e
d
if
f
er
en
ce
i
n
ex
p
ec
tatio
n
s
an
d
ed
u
ca
tio
n
al
e
x
p
er
ien
ce
s
b
et
wee
n
th
e
two
g
r
o
u
p
s
.
T
ea
ch
e
r
s
ar
e
tr
ad
itio
n
all
y
d
ir
ec
tly
in
v
o
lv
ed
i
n
th
e
d
esig
n
an
d
im
p
lem
en
tatio
n
o
f
p
r
o
g
r
am
s
,
wh
ile
s
tu
d
en
ts
ten
d
to
b
e
r
ec
ip
ien
ts
o
f
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
[3
8
]
,
[3
9
]
.
R
eg
ar
d
in
g
th
e
p
er
ce
p
tio
n
o
f
a
s
s
es
s
m
en
t
b
etwe
en
s
tu
d
en
ts
an
d
teac
h
er
s
r
elate
d
to
th
e
u
s
e
an
d
co
h
e
r
en
ce
o
f
in
s
tr
u
m
en
ts
/p
r
o
ce
d
u
r
es,
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
s
wer
e
f
o
u
n
d
.
Stu
d
en
ts
r
ep
o
r
t
a
m
o
r
e
f
r
e
q
u
en
t
u
s
e
o
f
e
x
am
s
an
d
wr
itten
test
s
,
in
d
icatin
g
g
r
ea
ter
ex
p
o
s
u
r
e
to
th
ese
tr
ad
itio
n
al
f
o
r
m
s
o
f
ass
es
s
m
en
t.
T
h
is
co
u
ld
b
e
r
ela
ted
to
s
tu
d
en
ts
'
p
er
ce
p
tio
n
o
f
a
s
s
es
s
m
en
t
as
a
p
r
o
ce
s
s
f
o
cu
s
e
d
o
n
m
em
o
r
izatio
n
an
d
in
f
o
r
m
atio
n
r
etr
iev
al,
a
tr
en
d
in
h
ig
h
er
ed
u
ca
tio
n
th
at
h
as
b
ee
n
d
is
cu
s
s
ed
in
th
e
liter
atu
r
e
f
o
r
two
d
ec
ad
es,
s
h
o
win
g
a
p
r
ef
er
e
n
c
e
f
o
r
tr
ad
itio
n
al
ass
ess
m
en
t
m
eth
o
d
s
o
v
er
m
o
r
e
r
ef
lectiv
e
an
d
co
m
p
lex
o
n
es
[
40
]
.
R
eg
ar
d
in
g
th
e
c
o
h
er
e
n
c
e
o
f
ass
ess
m
en
t
in
s
tr
u
m
en
ts
an
d
th
e
d
ev
el
o
p
m
e
n
t
o
f
teac
h
in
g
co
m
p
eten
cies,
teac
h
er
s
'
p
er
ce
p
tio
n
d
if
f
er
s
s
ig
n
if
ican
tly
f
r
o
m
th
at
o
f
s
t
u
d
en
ts
.
Sp
ec
if
ically
,
teac
h
er
s
p
er
ce
iv
e
g
r
ea
ter
co
h
er
en
ce
in
in
s
tr
u
m
e
n
ts
lik
e
p
o
r
tf
o
lio
s
an
d
wr
itten
r
ep
o
r
ts
,
wh
ile
s
tu
d
en
ts
g
iv
e
h
ig
h
er
co
h
er
en
ce
to
o
r
al
ex
am
s
.
T
h
is
d
if
f
er
en
tiated
p
e
r
ce
p
tio
n
m
ay
b
e
d
u
e
to
teac
h
er
s
'
g
r
ea
ter
f
am
iliar
ity
with
c
u
r
r
icu
lar
o
b
jectiv
es
an
d
th
e
co
m
p
eten
cies
ex
p
ec
t
ed
o
f
s
tu
d
e
n
ts
,
an
d
th
e
f
ac
t
th
at
in
s
tr
u
m
en
ts
lik
e
p
o
r
t
f
o
lio
s
ar
e
co
m
m
o
n
l
y
ass
o
ciate
d
with
f
o
r
m
ativ
e
an
d
p
r
o
ce
s
s
-
f
o
cu
s
ed
ass
ess
m
en
t
[
41
]
.
T
h
e
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
s
r
eg
ar
d
in
g
th
e
s
tatem
en
ts
r
elate
d
to
“
s
tu
d
en
t
-
teac
h
er
in
ter
a
ctio
n
as
a
p
r
o
m
o
te
r
o
f
t
h
e
ass
ess
m
en
t
p
r
o
ce
s
s
,
”
“
th
e
p
r
esen
tatio
n
o
f
ass
ess
m
en
t
cr
iter
ia
in
d
u
e
tim
e,
”
an
d
“
th
e
r
elatio
n
s
h
ip
b
etwe
en
ass
ess
m
en
t
an
d
s
elf
-
esteem
”
wer
e
r
ate
d
h
ig
h
er
b
y
teac
h
er
s
,
h
ig
h
lig
h
tin
g
th
e
im
p
o
r
tan
ce
an
d
awa
r
e
n
ess
teac
h
er
s
h
a
v
e
o
f
th
e
im
p
ac
t
o
f
ass
ess
m
en
t
an
d
th
e
n
ee
d
to
s
tr
en
g
th
e
n
co
m
m
u
n
icatio
n
a
n
d
tr
an
s
p
ar
en
cy
in
th
e
ass
ess
m
en
t
p
r
o
ce
s
s
[
42
]
,
[
43
]
.
Ho
wev
er
,
im
p
lem
en
tin
g
s
tr
ateg
ies
to
alig
n
b
o
th
g
r
o
u
p
s
'
ex
p
ec
tatio
n
s
r
em
ain
s
a
ch
alle
n
g
e.
T
h
e
s
tatem
en
ts
r
elate
d
t
o
th
e
in
ad
eq
u
ate
u
s
e
o
f
ass
ess
m
en
t
h
ig
h
lig
h
t
th
at
o
n
e
o
f
t
h
e
f
ac
to
r
s
f
o
r
th
is
in
a
p
p
r
o
p
r
iate
u
s
e
is
r
elate
d
to
te
ac
h
er
d
em
o
tiv
atio
n
.
On
th
is
t
o
p
ic,
th
e
s
tu
d
y
b
y
Pér
ez
-
R
o
m
er
o
[
44
]
m
e
n
tio
n
ed
th
at
teac
h
er
d
em
o
tiv
atio
n
c
an
b
e
in
f
l
u
en
ce
d
b
y
t
h
e
lack
o
f
au
to
n
o
m
y
wh
en
teac
h
er
s
ar
e
u
n
ab
le
to
im
p
lem
en
t
th
eir
o
wn
m
eth
o
d
o
lo
g
ical
ap
p
r
o
ac
h
es.
I
n
th
is
r
eg
a
r
d
,
o
t
h
er
s
tu
d
ies
in
d
icate
th
at
th
e
m
o
tiv
atio
n
al
clim
ate
cr
ea
ted
b
y
t
h
e
teac
h
e
r
d
ir
ec
tly
af
f
ec
ts
s
tu
d
en
t
lea
r
n
in
g
o
u
t
co
m
es
[4
3
]
,
m
ak
in
g
teac
h
er
m
o
tiv
atio
n
ess
en
tial
f
o
r
th
e
p
r
o
p
er
im
p
lem
e
n
tatio
n
o
f
th
e
ass
ess
m
en
t
s
y
s
tem
,
b
u
t
m
o
r
e
im
p
o
r
ta
n
tly
,
f
o
r
its
im
p
ac
t o
n
s
tu
d
en
ts
.
R
e
g
a
r
d
i
n
g
t
e
a
c
h
e
r
t
r
a
i
n
i
n
g
a
n
d
i
t
s
i
m
p
a
c
t
o
n
g
r
a
d
u
a
t
e
s
'
a
s
s
e
s
s
m
e
n
t
p
r
a
c
ti
c
e
s
,
Sa
g
r
e
d
o
e
t
a
l
.
[4
5
]
m
en
tio
n
ed
th
at
in
v
o
l
v
em
en
t
in
ass
e
s
s
m
en
t
p
r
o
ce
s
s
es
d
u
r
in
g
p
r
o
f
ess
io
n
al
tr
ain
in
g
in
f
lu
en
ce
s
g
r
ad
u
ates'
p
er
ce
p
tio
n
s
o
f
th
eir
d
ec
la
r
ed
s
k
ills
an
d
th
e
u
s
e
o
f
ass
ess
m
en
t
as
a
s
u
p
p
o
r
t
f
o
r
s
tu
d
e
n
t
lear
n
in
g
.
H
o
wev
er
,
An
d
r
eu
-
An
d
r
és
an
d
L
ab
r
ad
o
r
-
Piq
u
er
[4
6
]
in
d
icate
d
th
at
s
im
p
ly
ad
d
r
ess
in
g
ass
ess
m
en
t
-
r
elate
d
s
u
b
jects
in
in
itial
teac
h
er
tr
ain
in
g
d
o
es
n
o
t
en
s
u
r
e
th
at
teac
h
er
s
ar
e
p
r
ep
ar
e
d
an
d
willin
g
to
im
p
lem
en
t
ch
an
g
es
in
ass
es
s
m
en
t
p
r
ac
tices,
as
th
is
d
ep
en
d
s
o
n
v
a
r
io
u
s
f
ac
to
r
s
.
Oth
er
s
tu
d
ies
s
h
o
w
p
o
s
itiv
e
e
v
alu
atio
n
s
r
elate
d
to
th
e
u
s
e
o
f
a
v
ar
iety
o
f
ass
ess
m
en
t
in
s
tr
u
m
en
ts
as
p
ar
t
o
f
th
e
p
r
o
ce
s
s
in
in
itial
tr
ain
in
g
[4
7
]
,
[4
8
]
.
I
t
is
also
ev
id
en
t
t
h
at
th
e
in
ad
e
q
u
ate
u
s
e
o
f
ass
ess
m
en
t
is
r
elate
d
to
teac
h
er
s
c
o
n
s
id
er
in
g
th
em
s
el
v
es
to
h
av
e
lim
ited
k
n
o
wled
g
e
ab
o
u
t
ass
ess
m
en
t
an
d
f
ee
d
b
ac
k
(
E
Fy
C
)
,
lead
in
g
to
d
if
f
icu
lties
in
i
n
v
o
l
v
in
g
s
tu
d
en
ts
in
th
e
ass
es
s
m
en
t
p
r
o
ce
s
s
[
49
]
,
[5
0
]
.
R
eg
ar
d
in
g
th
is
,
R
izo
[5
1
]
co
n
clu
d
e
d
in
h
is
r
esear
ch
t
h
e
n
ee
d
to
ch
a
n
g
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teac
h
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s
'
p
er
ce
p
tio
n
s
o
f
ass
ess
m
en
t so
th
at
th
is
also
im
p
ac
ts
th
eir
teac
h
in
g
p
r
ac
tices.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
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2
2
5
2
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8
8
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I
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t
J
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&
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14
,
No
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3
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J
u
n
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20
25
:
2
4
0
9
-
2
4
1
8
2414
T
h
e
s
tu
d
y
’
s
r
esu
lts
s
h
o
w
s
i
g
n
if
ic
an
t
d
i
f
f
er
e
n
c
es
r
e
g
a
r
d
i
n
g
e
x
p
e
r
i
en
ci
n
g
i
n
ad
e
q
u
ate
ass
ess
m
e
n
t
s
y
s
te
m
s
,
w
it
h
s
i
g
n
i
f
ic
a
n
tl
y
h
i
g
h
e
r
r
at
in
g
s
f
r
o
m
s
t
u
d
e
n
ts
in
ca
s
es
r
e
lat
ed
t
o
ti
m
e
c
o
n
s
tr
a
in
ts
a
n
d
class
s
iz
e.
Simil
a
r
f
i
n
d
i
n
g
s
ar
e
s
ee
n
i
n
s
t
u
d
ies
w
h
e
r
e
t
ea
ch
e
r
s
f
a
ce
c
h
al
len
g
es
wh
en
t
h
er
e
is
a
la
r
g
e
n
u
m
b
er
o
f
s
t
u
d
e
n
ts
i
n
th
e
cl
ass
,
as
t
h
e
y
m
u
s
t
a
ll
o
c
ate
t
im
e
t
o
a
d
d
r
ess
ad
m
i
n
is
t
r
at
iv
e
as
p
e
cts
al
o
n
g
s
i
d
e
t
h
e
im
p
le
m
e
n
t
ati
o
n
o
f
ass
ess
m
e
n
t
[5
2
]
,
[5
3
]
.
Ho
w
e
v
e
r
,
o
v
er
ti
m
e
,
t
h
e
b
e
n
e
f
i
ts
o
f
u
s
i
n
g
f
o
r
m
at
iv
e
an
d
s
h
ar
ed
ass
ess
m
e
n
t
h
av
e
b
e
c
o
m
e
ev
i
d
en
t,
b
o
t
h
f
r
o
m
t
h
e
te
ac
h
e
r
s
’
p
e
r
s
p
e
cti
v
e
an
d
t
h
at
o
f
t
h
e
s
tu
d
en
ts
[
5
4
]
–
[
5
6
]
.
Fi
n
al
ly
,
th
e
r
e
as
o
n
s
b
e
h
i
n
d
ass
ess
m
e
n
t
s
y
s
te
m
s
p
e
r
c
ei
v
e
d
as
i
n
a
d
e
q
u
at
e
r
e
v
e
al
c
o
n
s
i
d
e
r
a
b
l
e
c
r
it
icis
m
o
f
th
e
t
ea
c
h
er
’
s
r
o
le
in
te
r
m
s
o
f
m
o
ti
v
at
io
n
,
c
la
r
it
y
i
n
a
p
p
l
y
i
n
g
ass
ess
m
e
n
t
s
y
s
t
em
s
,
a
n
d
te
ac
h
e
r
t
r
a
in
in
g
.
T
h
ese
a
r
e
as
r
ep
r
es
en
t
s
i
g
n
i
f
ic
a
n
t
o
p
p
o
r
t
u
n
iti
es
f
o
r
p
r
o
f
ess
i
o
n
a
l
d
e
v
el
o
p
m
e
n
t
an
d
t
r
ai
n
i
n
g
in
m
o
r
e
e
f
f
ec
ti
v
e
a
n
d
t
r
a
n
s
p
a
r
e
n
t
ass
ess
m
e
n
t
tec
h
n
i
q
u
es
.
E
x
p
an
d
i
n
g
th
e
d
is
cu
s
s
io
n
allo
ws
f
o
r
s
u
g
g
esti
n
g
co
n
c
r
ete
p
r
ac
tical
ap
p
licatio
n
s
th
at
co
u
ld
in
f
lu
en
ce
I
T
E
PE
.
Fo
r
ex
a
m
p
le,
a
p
r
ac
ti
ca
l
s
u
g
g
esti
o
n
b
ased
o
n
th
e
s
tu
d
y
’
s
f
in
d
in
g
s
co
u
ld
b
e
to
im
p
lem
en
t
a
f
o
r
m
ativ
e
ass
es
s
m
en
t
s
y
s
tem
in
p
h
y
s
ical
ed
u
ca
tio
n
class
es
th
at
in
clu
d
es
ac
tiv
e
f
ee
d
b
ac
k
f
r
o
m
s
tu
d
e
n
ts
,
allo
win
g
th
em
to
p
ar
ticip
ate
in
b
o
th
p
ee
r
as
s
ess
m
en
t
an
d
s
elf
-
ass
es
s
m
en
t
o
f
th
eir
p
er
f
o
r
m
an
ce
.
T
h
is
wo
u
ld
f
o
s
ter
a
m
o
r
e
r
ef
lectiv
e
an
d
p
ar
ticip
ato
r
y
le
ar
n
in
g
p
r
o
ce
s
s
.
Ad
d
itio
n
ally
,
tr
ain
in
g
teac
h
er
s
in
th
e
u
s
e
o
f
s
h
ar
ed
ass
ess
m
en
t
to
o
ls
wo
u
ld
c
o
n
tr
ib
u
te
to
a
d
ee
p
er
u
n
d
er
s
tan
d
in
g
o
f
lear
n
in
g
o
b
jectiv
es,
p
r
o
m
o
ti
n
g
au
t
o
n
o
m
y
an
d
s
elf
-
r
eg
u
latio
n
in
s
tu
d
e
n
ts
d
u
r
in
g
p
h
y
s
ical
ac
tiv
ities
.
T
h
ese
p
r
ac
tices
wo
u
ld
n
o
t
o
n
l
y
e
n
r
i
ch
th
e
ass
ess
m
en
t
p
r
o
ce
s
s
b
u
t
also
s
u
p
p
o
r
t
th
e
d
ev
elo
p
m
en
t
o
f
cr
itical
s
k
ills
in
s
tu
d
en
ts
an
d
en
h
an
ce
th
e
ef
f
ec
tiv
en
ess
o
f
p
h
y
s
ical
ed
u
ca
tio
n
teac
h
in
g
.
5.
CO
NCLU
SI
O
N
I
n
c
o
n
cl
u
s
i
o
n
,
t
h
e
s
t
u
d
y
’
s
r
es
u
lts
r
ev
ea
l
a
g
a
p
b
et
wee
n
t
h
e
p
e
r
c
ep
ti
o
n
s
a
n
d
e
x
p
e
ct
ati
o
n
s
o
f
te
ac
h
e
r
s
an
d
s
t
u
d
e
n
ts
i
n
I
T
E
PE
r
e
g
a
r
d
in
g
ass
ess
m
e
n
t
s
y
s
t
em
s
,
h
i
g
h
l
ig
h
ti
n
g
t
h
e
n
e
ed
t
o
s
t
r
e
n
g
t
h
e
n
c
o
m
m
u
n
ic
ati
o
n
i
n
tea
ch
er
t
r
a
in
in
g
.
A
d
d
it
io
n
all
y
,
t
h
is
u
n
d
er
s
co
r
es
t
h
e
i
m
p
o
r
t
an
ce
o
f
a
d
a
p
ti
n
g
ass
ess
m
e
n
t
s
y
s
te
m
s
wit
h
i
n
t
h
e
I
T
E
PE
co
n
t
e
x
t,
i
n
c
o
r
p
o
r
ati
n
g
ass
ess
m
e
n
t
s
y
s
te
m
s
t
h
a
t
s
u
p
p
o
r
t
t
h
e
T
-
L
p
r
o
c
ess
.
Af
te
r
e
x
a
m
i
n
i
n
g
th
e
s
t
u
d
y
’
s
r
es
u
lts
,
wh
ic
h
f
o
c
u
s
e
d
o
n
i
d
en
t
if
y
i
n
g
th
e
ass
ess
m
e
n
t
s
y
s
t
em
s
u
s
ed
d
u
r
i
n
g
t
h
e
i
n
it
ial
t
r
ai
n
i
n
g
o
f
p
h
y
s
ica
l
ed
u
c
ati
o
n
t
ea
ch
er
s
i
n
f
o
u
r
u
n
i
v
e
r
s
it
y
ca
m
p
u
s
es
i
n
th
e
s
o
u
t
h
er
n
m
o
s
t
r
e
g
i
o
n
o
f
C
h
il
e,
f
r
o
m
th
e
p
e
r
s
p
ec
ti
v
e
o
f
f
a
cu
lt
y
v
s
.
s
tu
d
e
n
ts
,
d
is
c
r
e
p
a
n
ci
es
we
r
e
f
o
u
n
d
b
etw
ee
n
t
h
e
p
e
r
c
ep
ti
o
n
s
o
f
s
t
u
d
e
n
ts
a
n
d
t
ea
c
h
e
r
s
.
W
h
ile
tea
ch
er
s
p
e
r
ce
iv
e
th
ei
r
ass
ess
m
e
n
t
p
r
a
cti
ce
s
as
s
tu
d
en
t
-
ce
n
t
er
ed
a
n
d
f
o
c
u
s
e
d
o
n
l
ea
r
n
i
n
g
,
s
tu
d
en
ts
p
e
r
c
ei
v
e
a
p
r
e
v
al
en
ce
o
f
t
r
a
d
it
io
n
al
as
s
ess
m
e
n
t
m
e
th
o
d
s
a
n
d
t
o
o
ls
,
s
u
g
g
es
ti
n
g
r
es
is
ta
n
ce
t
o
a
d
o
p
ti
n
g
f
o
r
m
a
ti
v
e
ap
p
r
o
ac
h
es
.
T
h
e
lack
o
f
i
n
ter
ac
tio
n
,
p
ar
tic
u
lar
ly
f
r
o
m
th
e
s
tu
d
en
ts
’
p
o
in
t
o
f
v
iew,
r
eg
a
r
d
in
g
th
e
f
r
e
q
u
en
cy
with
wh
ich
th
ey
ar
e
in
f
o
r
m
e
d
a
b
o
u
t
th
eir
lear
n
in
g
,
h
ig
h
lig
h
ts
an
im
p
o
r
tan
t
a
r
ea
f
o
r
im
p
r
o
v
em
en
t.
T
h
is
is
esp
ec
ially
cr
u
cial
co
n
s
id
er
in
g
th
at
f
ee
d
b
ac
k
is
a
f
u
n
d
am
en
tal
asp
ec
t
o
f
f
o
r
m
ativ
e
ass
ess
m
en
t
s
y
s
tem
s
,
an
d
im
p
r
o
v
in
g
th
is
co
m
m
u
n
icatio
n
co
u
l
d
lead
to
a
clea
r
er
u
n
d
er
s
tan
d
in
g
o
f
ass
ess
m
en
t
as
a
p
r
o
ce
s
s
,
th
er
eb
y
h
elp
in
g
t
o
estab
lis
h
a
m
o
r
e
co
h
er
e
n
t
an
d
ef
f
ec
tiv
e
ass
ess
m
en
t
s
y
s
tem
in
th
e
T
-
L
p
r
o
ce
s
s
.
T
h
e
m
ain
im
p
licatio
n
s
o
f
th
e
s
tu
d
y
f
o
r
th
e
in
itial
tr
ain
in
g
o
f
p
h
y
s
ical
ed
u
ca
tio
n
teac
h
er
s
lie
in
th
e
d
is
cr
ep
an
cy
b
etwe
en
th
e
p
er
ce
p
tio
n
s
o
f
s
tu
d
e
n
ts
an
d
teac
h
er
s
,
wh
ic
h
s
u
g
g
ests
th
e
n
ee
d
f
o
r
a
t
h
o
r
o
u
g
h
r
ev
i
ew
o
f
th
e
c
u
r
r
en
t
ass
es
s
m
en
t
s
y
s
tem
s
.
Ad
d
itio
n
ally
,
th
e
p
r
ed
o
m
in
a
n
ce
o
f
tr
a
d
itio
n
al
ass
ess
m
en
t
to
o
ls
,
wh
i
ch
d
o
n
o
t
allo
w
f
o
r
ac
tiv
e
s
tu
d
en
t
p
ar
ticip
atio
n
,
c
o
u
ld
b
e
lim
itin
g
th
e
d
ev
elo
p
m
en
t
o
f
cr
itical
co
m
p
eten
cies
in
f
u
tu
r
e
teac
h
er
s
.
I
f
m
ea
s
u
r
es
ar
e
n
o
t
tak
en
to
in
co
r
p
o
r
ate
f
o
r
m
ativ
e
an
d
s
h
ar
ed
ass
es
s
m
en
ts
,
th
er
e
is
a
r
is
k
th
at
f
u
tu
r
e
teac
h
er
s
will
p
er
p
etu
ate
th
ese
tr
ad
itio
n
al
p
r
ac
tices
in
t
h
eir
o
w
n
clas
s
r
o
o
m
s
,
p
o
ten
tially
lim
itin
g
th
e
ef
f
ec
tiv
e
n
ess
o
f
teac
h
in
g
an
d
lear
n
in
g
in
th
e
f
i
eld
o
f
p
h
y
s
ical
ed
u
ca
tio
n
.
C
o
n
s
id
er
in
g
th
e
n
ew
ev
alu
atio
n
r
eg
u
latio
n
s
p
r
o
m
u
lg
ate
d
with
in
th
e
C
h
ilean
ed
u
ca
tio
n
al
co
n
tex
t,
th
e
r
esu
lts
o
f
th
is
s
tu
d
y
m
ay
s
er
v
e
as
a
r
e
s
o
u
r
ce
f
o
r
r
ef
o
r
m
in
g
a
n
d
m
o
d
er
n
izin
g
ass
ess
m
en
t
ap
p
r
o
ac
h
es
in
I
T
E
PE
at
th
e
an
aly
ze
d
u
n
iv
er
s
ity
ca
m
p
u
s
es.
T
h
is
s
tu
d
y
ad
d
r
ess
es
th
e
p
r
o
p
o
s
ed
o
b
jectiv
e
b
y
o
f
f
er
in
g
a
co
m
p
ar
ativ
e
an
aly
s
is
b
etwe
en
th
e
p
er
ce
p
tio
n
s
o
f
f
ac
u
lty
an
d
s
tu
d
en
ts
r
e
g
ar
d
in
g
t
h
e
cu
r
r
e
n
t
ass
ess
m
en
t
s
y
s
tem
s
,
r
ev
ea
lin
g
k
ey
d
is
cr
ep
a
n
cies
an
d
ar
ea
s
f
o
r
im
p
r
o
v
e
m
en
t.
T
h
is
is
cr
u
cial,
as
a
ch
a
n
g
e
in
ass
ess
m
en
t
ap
p
r
o
ac
h
es
is
p
r
ec
is
ely
o
n
e
o
f
t
h
e
cu
r
r
e
n
t
d
em
an
d
s
o
f
ed
u
ca
tio
n
,
r
e
q
u
ir
in
g
ass
ess
m
en
ts
th
at
n
o
t
o
n
ly
c
er
tify
ac
h
iev
em
e
n
ts
b
u
t a
ls
o
f
ac
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ate
an
d
en
r
ich
t
h
e
T
-
L
p
r
o
ce
s
s
es.
ACK
NO
WL
E
DG
M
E
N
T
S
T
h
is
ar
ticle
is
lin
k
ed
to
th
e
p
r
o
ject
“AN
I
D,
FONDE
C
YT
R
E
GUL
AR
Pro
g
r
am
2
0
2
3
,
Fo
lio
(
1
2
3
0
6
0
9
)
,
”
titl
ed
“Wh
en
s
ch
o
o
l r
eg
u
latio
n
s
ch
an
g
e
,
s
h
o
u
ld
T
ea
ch
er
T
r
ain
i
n
g
also
ch
a
n
g
e
?
T
h
e
im
p
ac
t o
f
th
e
n
ew
d
ec
r
ee
o
n
ass
ess
m
en
t,
g
r
ad
in
g
,
an
d
s
ch
o
o
l
p
r
o
m
o
tio
n
in
th
e
p
r
ep
ar
atio
n
o
f
f
u
t
u
r
e
Ph
y
s
ical
E
d
u
ca
tio
n
teac
h
er
s
.
”
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
E
v
al
&
R
es E
d
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c
I
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N:
2252
-
8
8
2
2
Th
e
p
r
a
ctica
l rea
lity o
f le
a
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n
in
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a
s
s
ess
men
t in
in
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tr
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in
in
g
fr
o
m
… (
F
r
a
n
cisco
Ga
lla
r
d
o
-
F
u
en
tes
)
2415
F
UNDING
I
NF
O
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M
A
T
I
O
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T
h
e
r
esear
ch
p
r
esen
ted
in
t
h
is
ar
ticle
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as
b
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f
u
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b
y
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en
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f
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r
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ch
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m
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R
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FONDE
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u
n
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p
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o
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No
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1
2
3
0
6
0
9
,
f
o
r
th
e
p
er
io
d
2
0
2
3
-
2
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2
7
.
AUTHO
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M
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h
is
jo
u
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s
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C
o
n
tr
ib
u
to
r
R
o
les
T
ax
o
n
o
m
y
(
C
R
ed
iT)
to
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ec
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g
n
ize
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d
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id
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th
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tr
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tio
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h
ip
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p
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an
d
f
ac
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Na
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Aut
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L
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co
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tín
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J
o
r
g
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Gallar
d
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C
:
C
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p
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Au
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h
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e
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m
all
in
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u
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c
lu
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ed
in
t
h
is
s
tu
d
y
.
E
T
H
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CAL AP
P
RO
V
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T
h
e
r
esear
ch
in
v
o
lv
e
d
h
u
m
a
n
p
ar
ticip
an
ts
an
d
co
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p
lied
wi
th
all
r
elev
an
t
n
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al
r
eg
u
la
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s
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d
in
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titu
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p
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in
ac
co
r
d
an
ce
with
th
e
p
r
in
ci
p
les
o
f
t
h
e
Dec
lar
atio
n
o
f
Helsin
k
i.
T
h
e
r
esear
ch
p
r
o
ce
s
s
was a
p
p
r
o
v
ed
b
y
a
Scien
tific
E
th
ics C
o
m
m
ittee
ac
cr
ed
ited
b
y
th
e
Un
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er
s
ity
o
f
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o
s
L
ag
o
s
(
C
E
C
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Ulag
o
s
)
.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
th
at
s
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p
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th
e
f
in
d
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g
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th
is
s
tu
d
y
ar
e
av
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b
le
o
n
r
eq
u
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f
r
o
m
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co
r
r
esp
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n
d
in
g
au
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r
,
[
FGF].
T
h
e
d
ata,
w
h
ich
co
n
tain
in
f
o
r
m
atio
n
th
at
co
u
ld
c
o
m
p
r
o
m
is
e
th
e
p
r
iv
ac
y
o
f
r
esear
ch
p
ar
ticip
an
ts
,
ar
e
n
o
t p
u
b
licly
a
v
ailab
le
d
u
e
to
ce
r
tain
r
estrictio
n
s
.
RE
F
E
R
E
NC
E
S
[
1
]
F
.
G
r
a
t
a
n
i
,
L.
M
.
C
a
p
o
l
l
a
,
L
.
G
i
a
n
n
a
n
d
r
e
a
,
a
n
d
P
.
G
.
R
o
ss
i
,
“
R
e
t
h
i
n
k
i
n
g
a
s
sessm
e
n
t
p
r
a
c
t
i
c
e
s
i
n
sc
h
o
o
l
s.
a
r
e
sea
r
c
h
-
t
r
a
i
n
i
n
g
p
a
t
h
w
a
y
t
o
f
o
s
t
e
r
a
ssessm
e
n
t
a
s
l
e
a
r
n
i
n
g
,
”
Ed
u
c
a
t
i
o
n
S
c
i
e
n
c
e
s
a
n
d
S
o
c
i
e
t
y
,
n
o
.
1
,
p
p
.
8
1
–
9
9
,
Ju
l
.
2
0
2
3
,
d
o
i
:
1
0
.
3
2
8
0
/
e
ss
1
-
2
0
2
3
o
a
1
6
0
5
0
.
[
2
]
I
.
M
.
S
.
M
u
h
a
mm
a
d
,
M
.
P
.
C
.
T
o
ma
l
á
,
C
.
R
.
M
.
C
o
e
l
l
o
,
S
.
A
.
C
.
S
i
l
v
a
,
a
n
d
C
.
d
e
l
R
.
C
.
S
i
l
v
a
,
“
A
ss
e
ssm
e
n
t
met
h
o
d
s
a
n
d
t
h
e
i
r
i
mp
a
c
t
o
n
l
e
a
r
n
i
n
g
o
u
t
c
o
m
e
s
i
n
e
d
u
c
a
t
i
o
n
,
”
L
ATAM
Re
v
i
s
t
a
L
a
t
i
n
o
a
m
e
r
i
c
a
n
a
d
e
C
i
e
n
c
i
a
s
S
o
c
i
a
l
e
s
y
H
u
m
a
n
i
d
a
d
e
s
,
v
o
l
.
5
,
n
o
.
5
,
p
p
.
3
3
3
6
–
3
3
5
0
,
O
c
t
.
2
0
2
4
,
d
o
i
:
1
0
.
5
6
7
1
2
/
l
a
t
a
m
.
v
5
i
5
.
2
8
6
5
.
[
3
]
D
.
H
e
r
r
e
r
o
-
G
o
n
z
á
l
e
z
,
V
.
M
.
L
ó
p
e
z
-
P
a
st
o
r
,
J
.
C
.
M
a
n
r
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lo
r
o
f
e
d
u
c
a
ti
o
n
,
m
a
ste
r
’
s
i
n
e
d
u
c
a
ti
o
n
a
l
g
u
i
d
a
n
c
e
,
a
n
d
P
h
.
D
.
in
tra
n
sd
isc
ip
li
n
a
ry
re
se
a
rc
h
i
n
e
d
u
c
a
ti
o
n
.
Cu
rre
n
tl
y
,
h
e
is
a
n
a
c
a
d
e
m
ic
in
th
e
De
p
a
rtme
n
t
o
f
P
h
y
sic
a
l
Ac
ti
v
it
y
S
c
ien
c
e
s
a
t
th
e
Un
i
v
e
rsity
o
f
L
o
s
Lag
o
s
(C
h
i
le).
He
is
a
m
e
m
b
e
r
o
f
re
se
a
rc
h
n
e
two
rk
s
i
n
e
d
u
c
a
ti
o
n
a
n
d
sp
o
rt.
His m
a
in
re
se
a
rc
h
a
re
a
s
a
re
:
so
c
io
c
u
lt
u
ra
l
a
sp
e
c
ts o
f
e
d
u
c
a
ti
o
n
a
n
d
sp
o
rt;
imm
ig
ra
ti
o
n
,
e
d
u
c
a
ti
o
n
,
a
n
d
sp
o
rt;
a
n
d
fo
rm
a
t
iv
e
a
n
d
sh
a
re
d
a
ss
e
ss
m
e
n
t
in
h
ig
h
e
r
e
d
u
c
a
ti
o
n
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
fg
a
ll
a
r
d
o
@
u
lag
o
s.c
l
.
Ba
stia
n
Ca
r
te
r
-
Th
u
il
li
e
r
is
a
p
h
y
sic
a
l
e
d
u
c
a
ti
o
n
tea
c
h
e
r,
b
a
c
h
e
lo
r
o
f
e
d
u
c
a
ti
o
n
,
m
a
ste
r
’
s in
so
c
ial
sc
ien
c
e
s fo
r
e
d
u
c
a
ti
o
n
a
l
re
se
a
rc
h
,
a
n
d
P
h
.
D
.
i
n
tran
sd
isc
ip
li
n
a
ry
re
se
a
rc
h
in
e
d
u
c
a
ti
o
n
.
Cu
rre
n
tl
y
,
h
e
is
a
n
a
c
a
d
e
m
ic
-
re
se
a
rc
h
e
r
in
th
e
De
p
a
rtme
n
t
o
f
Ed
u
c
a
ti
o
n
a
t
th
e
Un
iv
e
rsity
o
f
Lo
s
Lag
o
s
(C
h
il
e
).
His
m
a
in
re
se
a
rc
h
a
re
a
s
a
re
:
so
c
io
c
u
lt
u
ra
l
a
sp
e
c
ts
o
f
e
d
u
c
a
ti
o
n
a
n
d
sp
o
rt;
imm
ig
ra
ti
o
n
,
e
d
u
c
a
ti
o
n
,
a
n
d
s
p
o
rt;
fo
rm
a
ti
v
e
a
n
d
sh
a
re
d
a
ss
e
ss
m
e
n
t
in
h
ig
h
e
r
e
d
u
c
a
ti
o
n
;
a
c
ti
v
e
lea
rn
in
g
m
e
th
o
d
o
lo
g
ies
;
a
n
d
s
p
o
rts
train
i
n
g
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
b
a
stian
.
c
a
rt
e
r@u
lag
o
s.c
l
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
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2
2
5
2
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8
8
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14
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20
25
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4
0
9
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2418
S
e
b
a
stia
n
Peña
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o
n
c
o
so
is
a
P
h
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D
.
i
n
E
d
u
c
a
ti
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n
a
l
S
c
i
e
n
c
e
s
fro
m
th
e
Un
iv
e
rsity
o
f
La
F
ro
n
tera
,
m
a
ste
r
’
s
in
In
n
o
v
a
ti
o
n
,
Ev
a
lu
a
t
io
n
,
a
n
d
Q
u
a
li
ty
o
f
P
h
y
sic
a
l
Ed
u
c
a
ti
o
n
fro
m
t
h
e
Au
to
n
o
m
o
u
s
Un
iv
e
rsity
o
f
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a
d
ri
d
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a
n
d
P
h
y
sic
a
l
Ed
u
c
a
ti
o
n
Tea
c
h
e
r
fro
m
th
e
Un
i
v
e
rsity
o
f
Lo
s
Lag
o
s
(Ch
i
le).
C
u
rre
n
tl
y
,
h
e
is
a
fu
l
l
p
r
o
fe
ss
o
r
a
t
th
e
A
u
stra
l
Un
iv
e
rsity
o
f
Ch
il
e
,
I
n
stit
u
te
o
f
Ed
u
c
a
ti
o
n
a
l
S
c
ien
c
e
s,
F
a
c
u
lt
y
o
f
P
h
il
o
s
o
p
h
y
a
n
d
Hu
m
a
n
it
ies
.
G
u
e
st
p
ro
fe
ss
o
r
in
th
e
d
o
c
t
o
ra
te
in
E
d
u
c
a
ti
o
n
a
t
S
EK
Un
iv
e
rsity
-
C
h
il
e
.
His
re
se
a
rc
h
a
re
a
s
fo
c
u
s
o
n
in
it
ial
tea
c
h
e
r
train
in
g
,
th
e
o
re
ti
c
a
l
-
c
o
n
c
e
p
t
u
a
l
k
n
o
wle
d
g
e
in
p
h
y
sic
a
l
e
d
u
c
a
ti
o
n
,
a
n
d
n
e
u
ro
s
c
ien
c
e
s
re
late
d
to
lea
rn
in
g
.
H
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
se
b
a
stian
.
p
e
n
a
@u
a
c
h
.
c
l
.
Lu
is
Añ
a
z
c
o
-
Ma
r
tín
e
z
is
a
p
ro
fe
ss
o
r
o
f
p
h
y
sic
a
l
e
d
u
c
a
ti
o
n
wi
th
a
m
a
ste
r
’
s
in
e
d
u
c
a
ti
o
n
a
l
sc
ien
c
e
s
fro
m
th
e
Un
i
v
e
rsity
o
f
L
o
s L
a
g
o
s
,
Ch
il
e
,
a
n
d
h
o
ld
s a
d
o
c
t
o
ra
te i
n
sp
o
rts
sc
ien
c
e
s
with
a
n
in
tern
a
ti
o
n
a
l
d
is
ti
n
c
ti
o
n
fro
m
th
e
Ca
th
o
li
c
Un
iv
e
rsity
o
f
S
a
n
An
to
n
i
o
,
M
u
rc
ia
(UCA
M
),
S
p
a
in
.
He
is
c
u
rre
n
tl
y
a
ffil
iate
d
with
th
e
Un
i
v
e
rsid
a
d
Art
u
ro
P
ra
t
i
n
C
h
il
e
,
wh
e
re
h
e
e
n
g
a
g
e
s
i
n
a
c
a
d
e
m
ic
a
n
d
re
se
a
rc
h
a
c
ti
v
it
ies
.
His
re
se
a
rc
h
fo
c
u
se
s
o
n
fo
rm
a
ti
v
e
a
n
d
sh
a
re
d
a
ss
e
ss
m
e
n
t
in
t
h
e
field
o
f
p
h
y
sic
a
l
e
d
u
c
a
ti
o
n
,
p
a
rti
c
u
larly
in
se
c
o
n
d
a
ry
e
d
u
c
a
ti
o
n
.
His
wo
rk
a
lso
e
x
p
l
o
re
s
t
h
e
i
n
teg
ra
t
io
n
o
f
c
o
m
p
e
ten
c
y
-
ba
se
d
e
d
u
c
a
ti
o
n
m
o
d
e
ls
i
n
p
h
y
sic
a
l
e
d
u
c
a
ti
o
n
,
e
m
p
h
a
siz
in
g
i
n
n
o
v
a
t
iv
e
tea
c
h
in
g
p
ra
c
ti
c
e
s
th
a
t
c
o
m
b
in
e
c
o
ll
a
b
o
ra
ti
o
n
a
n
d
in
terd
isc
ip
li
n
a
ry
m
e
th
o
d
s.
He
h
a
s
p
a
rti
c
ip
a
ted
in
v
a
rio
u
s
p
ro
jec
ts
r
e
late
d
to
sp
o
rts
e
d
u
c
a
ti
o
n
,
c
o
n
tri
b
u
ti
n
g
sig
n
ifi
c
a
n
tl
y
t
o
re
s
e
a
rc
h
o
n
h
o
w
fo
rm
a
ti
v
e
a
ss
e
ss
m
e
n
t
in
fl
u
e
n
c
e
s
stu
d
e
n
t
p
e
rfo
rm
a
n
c
e
a
n
d
tea
c
h
e
r
p
ra
c
ti
c
e
s.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
l
a
n
a
z
c
o
@u
n
a
p
.
c
l
.
J
o
r
g
e
G
a
ll
a
r
d
o
-
Fu
e
n
te
s
is
a
m
a
ste
r
’
s
in
n
a
tu
ra
l
re
so
u
rc
e
s
g
ra
d
u
a
te,
sp
e
c
ialize
d
in
sta
ti
stica
l
a
n
a
ly
sis
in
e
d
u
c
a
ti
o
n
.
He
h
o
l
d
s
a
b
a
c
h
e
lo
r
’
s
i
n
a
q
u
a
c
u
lt
u
re
a
n
d
is
a
n
a
q
u
a
c
u
lt
u
re
e
n
g
i
n
e
e
r
fr
o
m
t
h
e
U
n
iv
e
rsit
y
o
f
Lo
s
Lag
o
s
(Ch
i
le).
He
h
a
s
b
e
e
n
i
n
v
o
lv
e
d
i
n
m
u
lt
ip
le
p
ro
jec
ts,
s
u
c
h
a
s
t
h
e
In
tera
c
ti
v
e
M
a
p
o
f
Ur
b
a
n
Wetl
a
n
d
s,
a
n
d
h
a
s
p
u
b
li
s
h
e
d
re
se
a
rc
h
in
th
e
Jo
u
r
n
a
l
o
f
S
tren
g
th
a
n
d
C
o
n
d
it
i
o
n
in
g
Re
se
a
rc
h
a
n
d
th
e
Ch
il
e
a
n
Jo
u
rn
a
l
o
f
Orn
it
h
o
lo
g
y
.
His
re
se
a
rc
h
in
ter
e
sts
sp
a
n
b
i
o
d
i
v
e
rsity
in
we
tl
a
n
d
s,
a
th
letic
p
e
rfo
rm
a
n
c
e
,
o
rn
it
h
o
l
o
g
y
,
a
n
d
th
e
a
p
p
l
ica
ti
o
n
o
f
sta
ti
stica
l
a
n
a
ly
sis
in
e
d
u
c
a
ti
o
n
a
l
se
tt
in
g
s.
He
is
a
n
a
c
ti
v
e
p
a
rti
c
ip
a
n
t
i
n
v
a
rio
u
s a
c
a
d
e
m
ic a
n
d
e
n
v
iro
n
m
e
n
tal
re
se
a
rc
h
n
e
two
rk
s,
with
a
p
a
rti
c
u
lar fo
c
u
s
o
n
im
p
ro
v
in
g
e
d
u
c
a
ti
o
n
a
l
p
ra
c
ti
c
e
s
th
ro
u
g
h
th
e
u
se
o
f
d
a
ta
a
n
d
q
u
a
n
ti
tativ
e
a
n
a
l
y
sis.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
j
o
rg
e
g
a
ll
a
rd
o
f
u
e
n
tes
@g
m
a
il
.
c
o
m
.
Evaluation Warning : The document was created with Spire.PDF for Python.