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M
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p
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-
c
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q
u
e
stio
n
s
(M
C
Qs
)
a
re
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i
g
h
l
y
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se
d
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a
ss
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in
g
st
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d
e
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ts
’
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rn
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g
o
u
tco
m
e
s
d
u
e
to
t
h
e
ir
v
e
rsa
ti
li
ty
in
p
ro
m
o
t
in
g
tes
t
c
o
n
te
n
t
v
a
li
d
it
y
.
Ne
v
e
rth
e
les
s,
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c
h
e
rs
e
x
p
e
rien
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e
p
sy
c
h
o
m
e
tri
c
c
h
a
ll
e
n
g
e
s
in
c
o
n
stru
c
ti
n
g
q
u
a
li
t
y
M
CQs
.
Th
is
st
u
d
y
in
v
e
sti
g
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ted
p
rima
ry
sc
h
o
o
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h
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rs
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o
m
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e
ten
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e
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o
n
str
u
c
ti
n
g
q
u
a
li
ty
M
CQs
in
Da
r
es
S
a
laa
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R
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g
io
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,
Tan
z
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S
p
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ifi
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n
d
e
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a
m
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d
t
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h
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ti
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g
q
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a
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M
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In
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1
3
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o
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ted
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t
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as
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of
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.
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imilarly
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m
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h
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M
CQs
h
a
d
IW
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s
,
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th
274
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h
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v
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1.
I
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RO
D
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I
O
N
Mu
ltip
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-
ch
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q
u
esti
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n
s
(
M
C
Qs)
ar
e
h
ig
h
ly
u
s
ed
to
ass
e
s
s
s
tu
d
en
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’
lear
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to
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ess
an
d
ef
f
icie
n
cy
if
well
-
co
n
s
tr
u
cted
[
1
]
.
MCQs
ar
e
ef
f
icien
t,
ea
s
y
to
ad
m
in
is
ter
an
d
s
co
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e,
h
av
e
h
ig
h
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o
n
ten
t
v
alid
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-
ab
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lity
to
ass
es
s
a
b
r
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ad
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g
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of
co
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r
s
e
m
ater
ials
in
a
r
elativ
ely
s
h
o
r
t
tim
e
[
2
]
,
an
d
e
n
ab
le
teac
h
er
s
to
p
r
o
v
id
e
tim
ely
f
ee
d
b
ac
k
.
In
a
d
d
itio
n
,
q
u
ality
MCQs
p
r
o
d
u
ce
v
alid
a
n
d
r
elia
b
le
r
esu
lts
,
ar
e
f
r
ee
f
r
o
m
m
a
r
k
in
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s
u
b
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v
ity
an
d
allo
w
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d
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ca
to
r
s
to
co
n
d
u
ct
item
an
aly
s
is
to
ascer
tai
n
th
e
q
u
ality
of
t
h
e
test
item
s
[
3
]
,
[
4
]
.
Ho
wev
er
,
in
o
r
d
er
to
be
ef
f
ec
tiv
e,
MCQs
n
ee
d
to
co
m
p
r
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item
s
th
at
m
ea
s
u
r
e
v
ar
io
u
s
lev
els
of
B
lo
o
m
’
s
tax
o
n
o
m
y
[
5
]
,
[
6
]
.
Nev
e
r
th
eless
liter
atu
r
e
s
h
o
ws
th
at
teac
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er
s
ex
p
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ien
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ch
allen
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in
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ctin
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m
ea
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in
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f
u
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tem
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an
d
p
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is
tr
ac
to
r
s
th
at
ar
e
f
r
ee
f
r
o
m
item
wr
itin
g
f
laws
(
I
W
Fs
)
[
7
]
.
Als
o
,
s
o
m
e
s
tu
d
ies
s
h
o
w
th
at
MCQs
ar
e
not
p
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ce
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ed
as
good
en
o
u
g
h
to
r
ef
lect
s
tu
d
en
ts
’
lear
n
in
g
ab
ilit
y
to
u
s
e
an
aly
tical
th
in
k
in
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to
id
e
n
tify
th
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co
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r
ec
t
a
n
s
wer
f
r
o
m
th
e
g
iv
en
alter
n
ativ
es
[
5
]
,
[
8
]
.
Alth
o
u
g
h
a
lo
t
of
cr
iticis
m
h
as
b
ee
n
m
o
u
n
ted
a
g
ain
s
t
th
e
u
s
e
of
MCQs
f
o
r
a
lo
n
g
tim
e,
Oc
an
d
Hass
en
[
8
]
a
r
g
u
e
th
at
wh
en
u
s
ed
in
an
o
n
lin
e
en
v
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m
en
t,
th
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p
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o
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s
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eg
u
lated
lea
r
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o
n
g
s
tu
d
e
n
ts
.
Ho
we
v
er
,
q
u
ality
MCQs
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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Vo
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14
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No
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3
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20
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2052
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q
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to
o
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MCQs
[
9
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,
[
1
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.
E
f
f
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MCQs
s
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ld
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th
e
in
ten
d
e
d
lear
n
in
g
o
u
tco
m
es
[
3
]
.
T
h
e
m
o
s
t
co
m
m
o
n
in
d
icato
r
s
of
q
u
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,
in
clu
d
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i)
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ab
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lear
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in
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tco
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itio
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;
ii)
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ii)
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[
1
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o
o
ls
.
In
th
e
p
r
im
ar
y
s
ch
o
o
l
leav
in
g
ex
am
i
n
atio
n
(
PS
L
E
)
ad
m
in
is
ter
ed
by
th
e
Natio
n
al
E
x
am
in
atio
n
s
C
o
u
n
cil
of
T
an
za
n
ia
(
NE
C
T
A)
,
a
co
n
s
id
er
ab
le
p
r
o
p
o
r
tio
n
of
q
u
esti
o
n
s
ar
e
MCQs
of
th
e
s
in
g
le
-
b
est
-
an
s
w
er
ty
p
e
with
f
iv
e
h
o
m
o
g
en
eo
u
s
ch
o
ices
ex
ce
p
t
f
o
r
m
ath
em
atics
s
u
b
ject
[
1
2
]
.
No
n
eth
eless
,
s
o
m
e
teac
h
er
s
an
d
o
th
er
ed
u
ca
tio
n
al
s
tak
eh
o
ld
er
s
h
o
ld
a
m
is
co
n
ce
p
tio
n
th
at
MCQs
ar
e
less
u
s
ef
u
l
in
ed
u
ca
tio
n
al
ass
ess
m
en
t
[
6
]
.
Su
ch
a
claim
is
attr
ib
u
ted
to
ex
am
in
atio
n
m
alp
r
ac
tices
s
u
ch
as
g
u
ess
in
g
[
1
3
]
an
d
I
W
Fs
r
esu
lti
n
g
f
r
o
m
teac
h
er
s
’
in
co
m
p
eten
ce
in
co
n
s
tr
u
ctin
g
q
u
ality
MCQs
[
1
4
]
,
[
1
5
]
.
Acc
o
r
d
in
g
to
Do
wn
i
n
g
[
1
6
]
,
in
ex
p
er
ien
ce
d
co
n
s
tr
u
cto
r
s
of
test
item
s
p
r
ep
ar
e
p
o
o
r
-
q
u
ality
,
f
au
lty
,
a
n
d
lo
w
co
g
n
itiv
e
-
lev
el
test
item
s
.
In
th
is
co
n
te
x
t,
th
er
e
is
a
g
r
o
win
g
n
ee
d
in
T
a
n
za
n
ia
f
o
r
an
in
q
u
ir
y
i
n
to
p
r
i
m
ar
y
s
ch
o
o
l
teac
h
er
s
’
co
m
p
et
en
ce
s
in
co
n
s
tr
u
ctin
g
q
u
ality
MCQs
g
iv
en
th
at
th
ey
co
n
s
titu
te
a
g
r
ea
ter
p
r
o
p
o
r
tio
n
of
th
e
test
item
s
in
t
h
ig
h
-
s
tak
es
n
atio
n
al
ex
am
in
atio
n
s
.
An
in
v
esti
g
atio
n
in
to
th
e
q
u
ality
of
teac
h
er
-
c
o
n
s
tr
u
cted
MCQs
is
im
p
o
r
tan
t
to
g
et
a
th
eo
r
etica
l
u
n
d
er
s
tan
d
i
n
g
of
teac
h
er
s
’
c
o
m
p
eten
ce
in
c
o
n
s
tr
u
ctin
g
MC
Qs.
We
em
p
lo
y
ed
th
e
class
ical
test
th
eo
r
y
(
C
T
T
)
to
co
n
ce
p
tu
a
lize
teac
h
er
s
’
co
m
p
ete
n
ce
s
in
cr
ea
tin
g
q
u
ality
MCQs
.
T
h
is
th
eo
r
y
ca
lls
f
o
r
ad
h
er
en
ce
to
th
e
g
u
id
eli
n
es
f
o
r
co
n
s
tr
u
ctin
g
q
u
ality
te
s
t
item
s
.
Acc
o
r
d
in
g
to
th
e
th
e
o
r
y
,
a
g
e
n
u
in
e
s
co
r
e
can
be
c
o
r
r
ec
tly
o
b
tain
e
d
if
th
er
e
ar
e
no
m
ea
s
u
r
em
en
t
e
r
r
o
r
[
1
7
]
.
T
h
u
s
,
th
e
s
u
m
of
th
e
tr
u
e
s
co
r
e
an
d
er
r
o
r
s
co
r
e
on
a
p
s
y
ch
o
lo
g
ical
m
ea
s
u
r
e
(
test
)
eq
u
als
th
e
o
b
s
er
v
e
d
s
c
o
r
e.
T
h
er
ef
o
r
e,
th
e
n
u
m
b
er
of
c
o
r
r
ec
tly
an
s
wer
ed
item
s
is
tak
en
in
to
ac
co
u
n
t
wh
en
ev
alu
atin
g
th
e
e
x
am
i
n
ee
s
’
tr
u
e
lev
el
of
p
er
f
o
r
m
an
ce
or
co
m
p
eten
ce
[
1
0
]
.
So
,
teac
h
er
s
’
p
r
o
f
icien
cy
in
cr
ea
tin
g
q
u
ality
MCQs
was
ass
es
s
ed
b
ased
on
C
T
T
by
ch
ec
k
in
g
t
h
eir
MCQ
s
f
o
r
co
m
p
lian
ce
with
th
e
s
tan
d
ar
d
s
of
MCQs
.
As
p
er
C
T
T
,
th
e
n
u
m
b
er
of
f
lawless
MCQ
s
th
at
th
e
teac
h
er
s
h
ad
cr
ea
ted
s
er
v
e
d
as
a
m
ea
s
u
r
e
of
th
eir
co
m
p
ete
n
c
e
in
c
r
ea
tin
g
s
u
ch
q
u
esti
o
n
s
[
1
7
]
.
MCQs
co
n
s
tr
u
cted
with
o
u
t
ad
h
e
r
in
g
to
t
h
e
g
u
id
elin
es
f
o
r
c
o
n
s
tr
u
ctin
g
q
u
ality
item
s
wer
e
co
n
s
id
er
ed
h
av
i
n
g
I
W
Fs
,
wh
ich
h
av
e
th
e
p
o
ten
tial
to
ad
v
er
s
ely
af
f
ec
t
th
e
way
s
tu
d
en
ts
co
m
p
r
eh
en
d
an
d
r
esp
o
n
d
to
MCQs
[
1
8
]
.
In
m
o
s
t
ca
s
es,
p
o
o
r
ly
co
n
s
tr
u
cte
d
MCQs
m
ig
h
t
em
b
o
d
y
test
wis
en
ess
I
W
Fs
an
d
ir
r
elev
an
t
d
i
f
f
icu
lty
I
W
Fs
.
T
est
wis
en
ess
I
W
Fs
g
iv
e
clu
e
to
th
e
c
o
r
r
ec
t
an
s
wer
wh
ile
ir
r
elev
an
t
d
i
f
f
icu
lty
I
W
Fs
p
r
ev
en
t
s
tu
d
en
ts
f
r
o
m
d
em
o
n
s
tr
atin
g
th
eir
t
r
u
e
ab
ilit
y
[
1
9
]
.
Alth
o
u
g
h
MCQs
ar
e
h
ig
h
ly
u
s
ed
in
ass
es
s
in
g
s
tu
d
en
ts
’
l
ea
r
n
in
g
o
u
tco
m
es
in
p
r
im
ar
y
s
ch
o
o
ls
in
T
an
za
n
ia
[
1
]
,
[
1
4
]
,
em
p
ir
ical
s
tu
d
ies
th
at
h
av
e
a
n
aly
ze
d
t
h
e
ac
tu
al
MCQs
m
ad
e
by
p
r
im
a
r
y
s
ch
o
o
l
teac
h
e
r
s
to
ascer
tain
th
eir
c
o
m
p
eten
ce
s
in
co
n
s
tr
u
ctin
g
th
em
ar
e
s
ca
r
c
e.
Mo
s
t
of
th
e
s
tu
d
ies
co
n
d
u
cted
in
th
e
c
o
u
n
tr
y
m
ea
s
u
r
e
teac
h
er
s
’
c
o
m
p
eten
c
e
in
co
n
s
tr
u
ctin
g
MCQs
b
ased
on
s
elf
-
r
ep
o
r
t
m
ea
s
u
r
es
[
1
3
]
.
E
v
e
n
th
o
s
e
w
h
ic
h
wer
e
ca
r
r
ied
out
elsewh
er
e
c
o
n
ce
n
tr
ated
on
co
m
p
ar
in
g
s
tu
d
en
ts
’
p
er
f
o
r
m
an
ce
on
MCQs
an
d
s
h
o
r
t
-
an
s
wer
item
s
t
o
ascer
tain
teac
h
er
s
’
p
r
o
f
icien
cy
in
c
r
ea
tin
g
h
i
g
h
-
q
u
ality
MCQs
[
2
0
]
,
[
2
1
]
.
Als
o
,
m
an
y
s
tu
d
ies
h
av
e
ex
am
in
ed
th
e
test
s
co
n
s
tr
u
cted
by
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
[
3
]
,
[
2
2
]
but
not
by
p
r
im
ar
y
s
c
h
o
o
l
teac
h
er
s
wh
o
co
m
p
ar
ativ
ely
u
s
e
MCQs
to
a
g
r
ea
ter
ex
ten
t.
E
x
a
m
in
in
g
T
a
n
za
n
ian
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
’
co
m
p
eten
ce
s
in
co
n
s
tr
u
ctin
g
q
u
ality
MCQs
by
d
ir
ec
tly
an
aly
zin
g
th
e
q
u
ality
of
teac
h
er
-
m
ad
e
MCQs
is
n
e
ce
s
s
ar
y
co
n
s
id
er
in
g
th
e
u
s
ef
u
ln
ess
of
MCQ
s
in
ass
es
s
in
g
s
tu
d
en
t
lear
n
in
g
.
T
h
is
s
tu
d
y
in
v
esti
g
ated
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
’
co
m
p
eten
ce
s
in
c
o
n
s
tr
u
ctin
g
q
u
ality
MCQs
.
Sp
ec
if
ically
,
th
is
s
tu
d
y
was
in
ten
d
e
d
to
a
n
s
wer
th
r
ee
r
esear
ch
q
u
esti
o
n
s
:
i)
T
o
wh
at
ex
ten
t
a
r
e
teac
h
er
s
co
m
p
eten
t
in
co
n
s
tr
u
ctin
g
q
u
ality
m
u
ltip
le
-
ch
o
ice
test
q
u
esti
o
n
s
?
ii)
W
h
at
ty
p
e
of
I
W
Fs
ar
e
f
o
u
n
d
in
teac
h
er
-
m
a
d
e
MCQs
?
iii)
W
h
at
ch
allen
g
es
do
teac
h
er
s
e
n
co
u
n
ter
in
co
n
s
tr
u
ctin
g
MCQs
an
d
how
c
o
u
ld
th
e
y
be
a
d
d
r
e
s
s
ed
?
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
P
a
rt
icipa
nts
a
nd
re
s
ea
rc
h
des
ig
n
We
em
p
lo
y
ed
a
m
ix
ed
-
m
et
h
o
d
s
r
esear
ch
ap
p
r
o
ac
h
to
in
v
esti
g
ate
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
’
co
m
p
eten
ce
s
in
c
o
n
s
tr
u
ctin
g
q
u
ality
MCQs
.
Par
ticu
lar
ly
,
we
u
s
ed
a
co
n
cu
r
r
e
n
t
tr
ian
g
u
latio
n
r
esear
ch
d
esig
n
.
T
h
e
m
ix
ed
-
m
eth
o
d
s
r
esear
ch
ap
p
r
o
ac
h
en
ab
le
d
r
esear
ch
er
s
to
co
llect
r
ich
d
ata
f
o
r
a
b
etter
u
n
d
e
r
s
tan
d
in
g
of
th
e
r
esear
ch
p
r
o
b
lem
as
th
e
m
eth
o
d
s
co
m
p
lem
e
n
ted
each
o
t
h
er
[
2
3
]
,
[
2
4
]
.
Qu
alitativ
e
d
at
a
wer
e
g
ath
er
ed
by
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
P
r
ima
r
y
s
ch
o
o
l te
a
ch
ers
’
co
mp
eten
ce
s
in
co
n
s
tr
u
ctin
g
q
u
a
li
ty
mu
ltip
le
-
ch
o
ice
…
(
F
lo
r
en
c
e
K
ya
r
u
z
i
)
2053
co
n
d
u
ctin
g
a
d
o
cu
m
e
n
tar
y
r
e
v
iew
to
id
en
tify
I
W
Fs
in
th
e
MCQs
co
n
s
tr
u
cted
by
teac
h
er
s
wh
ile
q
u
an
titativ
e
d
ata
wer
e
co
llected
u
s
in
g
a
q
u
esti
o
n
n
air
e.
T
h
e
u
s
e
of
m
ix
ed
m
eth
o
d
s
was
in
lin
e
with
W
o
lf
[
2
4
]
,
wh
o
a
r
g
u
es
th
at
co
m
p
eten
ce
is
b
est
m
ea
s
u
r
ed
u
s
in
g
m
u
ltip
le
test
in
s
tr
u
m
en
ts
.
Fu
r
th
er
m
o
r
e
,
th
e
co
n
c
u
r
r
en
t
tr
ian
g
u
latio
n
r
esear
ch
d
esig
n
was
ap
p
r
o
p
r
i
ate
b
ec
au
s
e
it
f
ac
ilit
a
ted
tr
ian
g
u
latio
n
of
m
eth
o
d
s
to
en
s
u
r
e
co
r
r
o
b
o
r
atio
n
an
d
ac
h
iev
e
an
in
-
d
ep
th
u
n
d
er
s
tan
d
in
g
of
th
e
p
h
en
o
m
en
o
n
.
Data
was
co
llected
f
r
o
m
10
p
r
im
ar
y
s
ch
o
o
ls
in
Dar
es
Salaam
,
T
an
za
n
ia.
Da
r
es
Salaam
was
p
u
r
p
o
s
ef
u
lly
s
elec
ted
b
ec
au
s
e
it
h
ad
em
er
g
ed
as
th
e
f
i
r
s
t
-
r
an
k
ed
r
eg
io
n
out
of
26
r
eg
io
n
s
in
PS
L
E
p
er
f
o
r
m
an
ce
f
o
r
f
i
v
e
co
n
s
ec
u
tiv
e
y
ea
r
s
(
2
0
1
7
-
2
0
2
1
)
[
2
5
]
,
wh
ich
g
av
e
an
im
p
r
ess
io
n
th
at
teac
h
er
s
in
th
i
s
ad
m
in
is
tr
ativ
e
r
eg
io
n
ar
e
co
n
v
er
s
an
t
with
th
e
co
n
s
tr
u
ctio
n
of
q
u
ality
MCQs
.
T
en
p
r
im
ar
y
s
ch
o
o
ls
wer
e
s
elec
ted
u
s
in
g
th
e
s
tr
atif
ied
s
am
p
lin
g
tech
n
iq
u
e
b
ased
on
th
eir
p
er
f
o
r
m
a
n
ce
r
a
n
k
in
g
in
th
e
2
0
2
1
PS
L
E
n
atio
n
al
ex
am
i
n
atio
n
s
in
clu
d
i
n
g
f
o
u
r
h
ig
h
ly
-
r
an
k
ed
,
t
h
r
ee
m
o
d
er
ately
-
r
an
k
e
d
an
d
f
o
u
r
l
o
wly
-
r
an
k
e
d
s
ch
o
o
ls
.
Data
wer
e
p
u
r
p
o
s
ef
u
lly
co
ll
ec
ted
f
r
o
m
20
(
1
1
%
f
em
ale)
ex
p
er
ien
ce
d
teac
h
er
s
of
s
cien
ce
s
u
b
jects.
T
h
e
teac
h
er
s
of
s
cien
ce
s
u
b
jects
wer
e
s
am
p
led
b
ec
au
s
e
s
cien
c
e
h
as
a
n
u
m
b
e
r
of
c
o
n
ce
p
ts
t
h
at
can
be
s
u
itab
ly
ass
es
s
ed
u
s
in
g
MCQ
s
.
T
h
e
s
tu
d
y
was
co
n
d
u
cted
af
ter
attain
in
g
r
esear
ch
p
er
m
its
f
r
o
m
th
e
r
esp
ec
tiv
e
u
n
iv
er
s
ity
,
r
eg
io
n
al
an
d
s
ch
o
o
l
au
th
o
r
ities
.
Du
r
in
g
d
ata
c
o
llectio
n
,
teac
h
e
r
s
v
o
l
u
n
tar
ily
p
ar
ticip
ated
in
th
e
s
tu
d
y
af
ter
b
ein
g
i
n
f
o
r
m
ed
of
th
e
p
u
r
p
o
s
e
of
th
e
s
tu
d
y
an
d
h
av
in
g
s
ig
n
e
d
an
ac
tiv
e
in
f
o
r
m
ed
co
n
s
en
t
f
o
r
m
.
T
h
e
s
am
p
led
r
esp
o
n
d
en
ts
wer
e
p
r
o
f
ess
io
n
al
teac
h
er
s
wh
o
s
e
q
u
alif
icatio
n
s
r
an
g
ed
f
r
o
m
ce
r
tific
ate
(
4
0
%),
d
ip
lo
m
a
(
5
0
%)
to
b
ac
h
elo
r
d
e
g
r
ee
(
1
0
%)
in
ed
u
ca
tio
n
.
2
.
2
.
I
ns
t
rum
ent
s
Data
wer
e
co
llected
th
r
o
u
g
h
a
co
m
b
in
atio
n
of
m
eth
o
d
s
in
clu
d
in
g
a
wo
r
k
s
h
o
p
f
o
r
co
n
s
tr
u
ctin
g
MCQs
,
an
I
W
F
ch
ec
k
lis
t,
an
d
q
u
esti
o
n
n
air
es.
A
one
-
d
ay
w
o
r
k
s
h
o
p
was
co
n
d
u
cte
d
at
one
teac
h
er
s
’
r
eso
u
r
ce
ce
n
ter
(
T
R
C
)
in
th
e
Da
r
es
Salaam
R
eg
io
n
to
e
n
g
ag
e
teac
h
er
s
in
th
e
c
o
n
s
tr
u
ctio
n
of
M
C
Qs.
A
to
tal
of
213
MCQs
wer
e
co
n
s
tr
u
cted
by
th
e
teac
h
er
s
in
th
at
wo
r
k
s
h
o
p
w
h
er
eb
y
ea
c
h
teac
h
er
c
o
n
s
tr
u
ct
ed
at
least
10
MCQs
m
ea
s
u
r
in
g
s
p
ec
if
ic
lev
els
of
B
lo
o
m
’
s
tax
o
n
o
m
y
.
T
h
e
teac
h
er
s
wer
e
p
r
o
v
id
ed
with
all
r
eso
u
r
ce
s
,
in
clu
d
in
g
s
y
llab
u
s
es,
tex
tb
o
o
k
s
[
1
0
]
a
n
d
th
e
PS
L
E
ex
am
i
n
atio
n
f
o
r
m
at
wh
ich
c
o
n
s
is
ted
of
a
s
am
p
le
tab
le
of
s
p
ec
if
icatio
n
s
[
1
2
]
.
T
h
en
th
e
y
wer
e
ask
ed
to
co
n
s
tr
u
ct
M
C
Qs
f
r
o
m
v
ar
io
u
s
to
p
ics
tau
g
h
t
in
g
r
a
d
e
VI
an
d
c
lass
VI
I
.
As
s
u
p
p
o
r
ted
by
Ør
n
g
r
ee
n
an
d
L
ev
in
s
en
[
2
6
]
,
th
e
wo
r
k
s
h
o
p
en
a
b
led
th
e
r
esear
ch
er
s
to
g
et
h
an
d
s
-
on
in
f
o
r
m
atio
n
ab
o
u
t
teac
h
e
r
s
’
co
m
p
eten
ce
s
in
co
n
s
tr
u
ct
in
g
MCQs
.
T
h
e
co
n
s
tr
u
cted
MCQs
f
o
r
m
ed
an
ad
eq
u
ate
s
am
p
le
b
ec
au
s
e,
ac
c
o
r
d
in
g
to
th
e
C
T
T
,
a
s
am
p
le
of
o
v
er
200
test
item
s
is
id
ea
l
to
g
u
a
r
an
tee
th
e
r
eliab
ilit
y
an
d
v
alid
ity
of
te
ac
h
er
s
’
co
m
p
eten
ce
s
in
co
n
s
tr
u
ctin
g
MCQs
[
2
7
]
.
Af
ter
th
e
wo
r
k
s
h
o
p
on
co
n
s
tr
u
ctin
g
MCQs
,
a
p
r
esen
tatio
n
on
th
e
p
r
in
cip
les
of
c
o
n
s
tr
u
ctin
g
q
u
ality
MCQs
was
done
to
c
o
n
s
o
lid
ate
teac
h
er
s
’
co
m
p
eten
c
es
in
co
n
s
tr
u
ctin
g
q
u
ality
MCQs
.
A
to
tal
o
f
1
5
I
W
Fs
id
en
tifie
d
by
T
ar
r
an
t
a
n
d
W
ar
e
[
2
8
]
b
ased
on
th
e
r
ec
o
m
m
en
d
atio
n
s
m
ad
e
by
o
th
er
r
esear
ch
er
s
[
2
9
]
s
er
v
ed
as
th
e
b
asis
in
d
esig
n
in
g
th
e
ch
ec
k
lis
t
u
s
ed
to
d
ef
in
e
I
W
Fs
.
Ad
d
itio
n
ally
,
b
ased
on
B
lo
o
m
’
s
tax
o
n
o
m
y
,
th
e
c
o
g
n
itiv
e
lev
el
of
each
MCQ
was
in
co
r
p
o
r
ated
in
to
th
e
to
o
l.
To
m
ak
e
th
e
to
o
l
ea
s
ier
to
r
ef
er
t
o
,
th
e
r
esear
ch
er
s
ad
d
ed
r
o
ws
id
en
tify
in
g
th
e
v
ar
io
u
s
f
o
r
m
s
of
I
W
Fs
.
B
as
ed
on
t
h
e
r
esu
lts
of
th
e
p
ilo
t
r
esear
ch
th
at
was
c
o
n
d
u
cted
in
one
s
ch
o
o
l,
it
was
d
eter
m
in
ed
t
h
at
th
e
in
s
tr
u
m
e
n
t
was
v
alid
f
o
r
u
s
e
in
d
ata
co
llectio
n
b
ec
a
u
s
e
it
h
a
d
a
h
ig
h
lev
el
of
in
ter
-
r
ater
r
eliab
ilit
y
an
d
an
o
v
er
all
a
g
r
ee
m
e
n
t
of
8
7
%.
T
ab
le
1
in
d
icate
s
th
e
s
am
p
le
ch
ec
k
lis
t
f
o
r
ev
alu
atin
g
I
W
Fs
in
teac
h
er
-
co
n
s
tr
u
cted
test
MCQs
.
B
esid
es,
a
q
u
esti
o
n
n
air
e
was
u
s
ed
to
c
o
llect
d
ata
ab
o
u
t
teac
h
e
r
s
’
c
o
m
p
eten
ce
s
in
co
n
s
tr
u
ctin
g
q
u
ality
MCQs
.
T
h
is
q
u
esti
o
n
n
air
e
co
n
s
is
ted
of
26
item
s
clu
s
ter
ed
in
to
two
co
n
s
tr
u
cts
f
o
r
m
ea
s
u
r
in
g
c
o
m
p
eten
ce
in
c
o
n
s
tr
u
ctin
g
q
u
ality
MCQs
co
n
ce
r
n
in
g
c
o
m
p
eten
ce
s
f
o
r
c
o
n
s
tr
u
ctin
g
t
h
e
s
tem
(
C
r
o
n
b
ac
h
’
s
alp
h
a=
.
7
1
)
,
an
d
co
m
p
ete
n
ce
f
o
r
p
r
ep
ar
i
n
g
th
e
item
s
’
alter
n
ativ
es
(
C
r
o
n
b
ac
h
’
s
alp
h
a=
.
7
0
)
.
T
h
e
q
u
esti
o
n
n
air
e
item
s
wer
e
m
ea
s
u
r
ed
on
a
f
iv
e
-
p
o
i
n
t
L
ik
er
t
s
ca
le:
s
tr
o
n
g
ly
d
is
ag
r
ee
(
1
)
,
d
is
ag
r
ee
(
2
)
,
p
a
r
tially
ag
r
ee
(
3
)
,
ag
r
ee
(
4
)
,
an
d
s
tr
o
n
g
ly
ag
r
ee
(
5
)
.
T
h
e
q
u
esti
o
n
n
air
e
en
ab
led
th
e
r
esear
c
h
er
s
to
d
eter
m
in
e
wh
eth
er
th
e
f
in
d
in
g
s
f
r
o
m
teac
h
er
s
’
ap
p
r
aisal
of
MCQs
r
ef
lecte
d
th
eir
ac
tu
al
co
m
p
eten
ce
s
in
co
n
s
tr
u
ctin
g
MCQs
.
T
ea
ch
e
r
s
r
esp
o
n
d
ed
to
th
e
q
u
esti
o
n
n
air
e
af
ter
h
an
d
i
n
g
o
v
er
th
e
MCQs
th
at
th
ey
h
ad
co
n
s
tr
u
cted
to
av
o
id
d
ata
co
n
tam
in
atio
n
as
th
e
q
u
esti
o
n
n
air
e
h
ad
clu
es
to
th
e
g
u
id
elin
es
f
o
r
co
n
s
tr
u
ctin
g
q
u
ality
MCQs
.
2
.
3
.
Da
t
a
a
na
ly
s
is
C
o
n
ten
t
an
aly
s
is
p
r
o
ce
d
u
r
es
wer
e
em
p
lo
y
ed
in
an
aly
zin
g
th
e
MCQs
co
n
s
tr
u
cted
b
y
teac
h
er
s
.
W
e
o
p
ted
f
o
r
th
e
c
o
n
ten
t
an
aly
s
is
tech
n
iq
u
e
s
in
ce
it
is
v
er
y
u
s
ef
u
l
in
ch
ec
k
in
g
th
e
q
u
alities
o
f
an
ass
es
s
m
en
t
to
o
l
(
i.e
.
,
co
m
p
lian
ce
with
MCQs
co
n
s
tr
u
ctio
n
cr
iter
ia)
[
2
]
.
Fo
u
r
s
p
ec
ialis
ts
in
ed
u
ca
tio
n
al
ev
alu
atio
n
wer
e
en
g
ag
ed
in
an
aly
zi
n
g
th
e
M
C
Qs
th
at
th
e
teac
h
er
s
h
ad
cr
ea
ted
.
T
o
ac
h
iev
e
r
eliab
ilit
y
o
f
th
e
a
n
aly
s
is
,
th
e
s
p
ec
ialis
t
s
as
s
es
s
ed
th
e
k
in
d
s
o
f
I
W
Fs
p
r
esen
t
in
th
e
teac
h
e
r
-
m
ad
e
m
ater
ials
[
3
0
]
in
d
e
p
en
d
en
tly
b
u
t
in
p
air
s
b
y
r
ef
er
r
in
g
to
th
e
r
u
les o
f
cr
e
atin
g
q
u
ality
MCQs
.
T
h
e
ex
p
e
r
ts
ac
h
iev
ed
an
aly
s
is
r
eliab
ilit
y
b
y
ca
lcu
latin
g
th
e
ag
r
ee
m
en
t
p
er
ce
n
tag
e
o
f
th
e
to
tal
n
u
m
b
er
o
f
co
d
e
d
MCQs
[
3
0
]
.
T
h
e
o
b
tain
e
d
p
er
ce
n
ta
g
e
o
f
ag
r
ee
m
e
n
t
was
9
3
%,
wh
ich
is
g
r
ea
ter
b
ased
o
n
th
e
co
n
v
en
tio
n
s
th
r
esh
o
ld
8
0
%
[
3
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
.
3
,
J
u
n
e
20
25
:
2
0
5
1
-
2
0
6
0
2054
T
h
e
d
e
g
r
ee
to
wh
ich
t
h
e
item
s
ad
d
r
ess
ed
d
if
f
er
en
t
lev
els
o
f
B
lo
o
m
’
s
co
g
n
itiv
e
d
o
m
ai
n
an
d
f
o
llo
wed
th
e
r
u
les
o
f
c
r
ea
tin
g
MCQs
was
ev
alu
ated
.
A
tally
s
h
ee
t
wa
s
u
tili
ze
d
to
ascer
tain
th
e
f
r
e
q
u
en
cy
o
f
I
W
Fs
in
teac
h
er
-
co
n
s
tr
u
cte
d
MCQs
u
s
in
g
th
e
ch
o
s
en
ca
teg
o
r
y
to
p
r
o
d
u
ce
q
u
a
n
titativ
e
d
ata.
T
h
en
,
an
I
W
F
ch
ec
k
lis
t
b
ea
r
in
g
t
h
e
r
u
les
o
f
wr
itin
g
MCQs
an
d
B
lo
o
m
’
s
co
g
n
itiv
e
d
o
m
ain
lev
els
was
u
s
ed
to
an
aly
ze
th
e
d
ata.
I
n
o
r
d
er
to
i
d
en
tify
r
ele
v
an
t
v
ar
i
ab
les,
s
o
m
e
q
u
an
titativ
e
d
ata
wer
e
an
aly
ze
d
in
ter
m
s
o
f
d
escr
ip
tiv
e
s
tatis
t
ics
with
th
e
h
elp
o
f
in
SP
SS
v
er
s
io
n
2
5
.
T
ab
le
1
.
C
h
ec
k
lis
t o
n
I
W
Fs
in
teac
h
er
-
m
ad
e
MCQs
Q
u
e
st
i
o
n
c
o
d
e
F
r
e
q
u
e
n
c
y
a
n
d
t
y
p
e
s
o
f
I
W
F
s (
c
o
d
e
d
1
-
1
0
)
To
t
a
l
I
W
F
s p
e
r
M
C
Q
1
2
3
4
5
6
7
8
9
10
1
1
0
0
0
1
0
0
1
0
0
3
2
0
0
0
0
1
0
0
1
0
1
3
3
0
0
0
0
1
0
0
0
1
0
2
4
0
0
0
0
1
0
0
0
0
0
1
5
0
0
0
1
1
0
0
1
0
0
3
.
.
.
.
.
.
.
.
.
.
.
.
2
1
3
1
0
0
0
0
0
0
0
0
0
1
To
t
a
l
1
0
4
11
7
22
1
2
4
3
2
1
0
2
12
10
3
9
8
N
o
t
e
.
K
e
y
f
o
r
i
n
t
e
r
p
r
e
t
i
n
g
t
y
p
e
s
o
f
I
W
F
s:
1.
Lo
st
se
q
u
e
n
c
e
i
n
d
a
t
a
–
O
p
t
i
o
n
s
n
o
t
a
r
r
a
n
g
e
d
i
n
c
h
r
o
n
o
l
o
g
i
c
a
l
o
r
n
u
m
e
r
i
c
a
l
o
r
d
e
r
2.
G
r
a
mm
a
t
i
c
a
l
c
l
u
e
s
–
U
si
n
g
w
o
r
d
s
t
h
a
t
g
i
v
e
h
i
n
t
s
o
n
t
h
e
c
o
r
r
e
c
t
r
e
s
p
o
n
s
e
3.
Lo
g
i
c
a
l
c
l
u
e
s
–
T
h
e
st
e
m
a
n
d
a
l
t
e
r
n
a
t
i
v
e
s
a
r
e
a
r
r
a
n
g
e
d
i
n
p
r
e
d
i
c
t
a
b
l
e
p
a
t
t
e
r
n
s
4.
G
r
e
a
t
e
r
d
e
t
a
i
l
s
i
n
c
o
r
r
e
c
t
o
p
t
i
o
n
–
T
h
e
c
o
r
r
e
c
t
a
n
sw
e
r
i
s
l
o
n
g
e
r
w
i
t
h
mo
r
e
d
e
t
a
i
l
s
5.
I
mp
l
a
u
s
i
b
l
e
d
i
st
r
a
c
t
o
r
s
–
S
o
me
d
i
st
r
a
c
t
o
r
s
h
a
v
e
i
m
p
l
a
u
si
b
l
e
c
o
n
t
e
n
t
6.
U
se
o
f
a
b
so
l
u
t
e
t
e
r
ms
–
U
se
o
f
e
x
t
r
e
me
t
e
r
ms s
u
c
h
a
s a
l
w
a
y
s,
n
e
v
e
r
,
o
n
l
y
7.
U
se
o
f
‘
a
l
l
o
f
t
h
e
a
b
o
v
e
’
–
M
C
Q
s c
o
n
si
st
o
f
a
l
l
o
f
t
h
e
a
b
o
v
e
a
s
t
h
e
a
l
t
e
r
n
a
t
i
v
e
s
8.
P
o
o
r
s
t
e
m
st
r
u
c
t
u
r
e
–
T
h
e
st
e
m
d
o
e
s
n
o
t
r
e
p
r
e
se
n
t
a
c
l
e
a
r
p
r
o
b
l
e
m
i
n
d
e
p
e
n
d
e
n
t
o
f
t
h
e
a
l
t
e
r
n
a
t
i
v
e
s
9.
M
o
r
e
t
h
a
n
o
n
e
c
o
r
r
e
c
t
a
n
sw
e
r
–
M
C
Q
s wit
h
m
o
r
e
t
h
a
n
o
n
e
c
o
r
r
e
c
t
a
n
sw
e
r
1
0
.
U
se
o
f
n
e
g
a
t
i
v
e
st
e
m
–
A
l
t
e
r
n
a
t
i
v
e
s
u
se
n
o
t
t
r
u
e
o
r
e
x
c
e
p
t
a
s
a
n
o
p
t
i
o
n
3.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
3
.
1
.
T
ea
cher
s
’
co
m
pet
ence
s
in co
ns
t
ruct
ing
qu
a
lity
M
C
Q
s
it
em
s
T
h
e
f
ir
s
t
r
esear
ch
q
u
esti
o
n
ex
am
in
ed
t
h
e
e
x
ten
t
to
wh
ich
t
ea
ch
er
s
wer
e
co
m
p
ete
n
t
in
co
n
s
tr
u
ctin
g
q
u
ality
m
u
ltip
le
-
ch
o
ice
item
s
.
C
o
n
s
is
ten
t
with
wh
at
C
r
eswell
[
3
2
]
r
ec
o
m
m
en
d
s
,
s
ev
er
al
m
eth
o
d
s
wer
e
u
s
e
d
to
ass
es
s
teac
h
er
s
’
co
m
p
eten
c
es
in
co
n
s
tr
u
ctin
g
q
u
ality
MCQs
s
u
ch
as
s
elf
-
r
ep
o
r
ts
,
an
d
c
o
n
ten
t
an
aly
s
is
of
teac
h
er
-
co
n
s
tr
u
cte
d
MCQs
.
Data
f
o
r
an
s
wer
in
g
th
is
q
u
esti
o
n
wer
e
g
ath
er
ed
u
s
in
g
q
u
esti
o
n
n
air
es,
in
wh
ich
teac
h
er
s
r
ef
lecte
d
on
th
eir
s
t
r
en
g
th
s
in
co
n
s
tr
u
ctin
g
MCQs
an
d
id
en
tifie
d
a
r
ea
s
in
wh
i
ch
th
ey
n
ee
d
ed
to
im
p
r
o
v
e.
T
ab
le
2
p
r
esen
ts
th
e
f
in
d
in
g
s
on
teac
h
e
r
s
’
co
m
p
eten
ce
s
in
co
n
s
tr
u
ctin
g
q
u
ality
M
C
Qs
in
d
icatin
g
th
e
m
ea
n
,
s
tan
d
ar
d
d
ev
iatio
n
s
(
SD)
,
an
d
f
r
eq
u
en
cy
f
o
r
ea
c
h
item
.
T
ab
le
2
.
T
ea
c
h
er
s
’
co
m
p
eten
c
es
in
co
n
s
tr
u
ctin
g
q
u
ality
MCQs
-
s
tem
an
d
alter
n
ativ
es
S
t
a
t
e
me
n
t
s
M
e
a
n
S
D
.
M
i
n
.
M
a
x
.
W
h
e
n
c
o
n
st
r
u
c
t
i
n
g
t
h
e
st
e
m
of
a
m
u
l
t
i
p
l
e
-
c
h
o
i
c
e
i
t
e
m
,
I:
1)
P
l
a
c
e
t
h
e
ma
i
n
i
d
e
a
in
t
h
e
st
e
m
4
.
1
0
0
.
8
5
1
5
2)
S
t
a
t
e
t
h
e
st
e
m
in
si
m
p
l
e
a
n
d
c
l
e
a
r
l
a
n
g
u
a
g
e
4
.
1
0
1
.
0
7
1
5
3)
W
r
i
t
e
t
h
e
s
t
e
m
w
i
t
h
c
l
e
a
r
d
i
r
e
c
t
i
o
n
s
3
.
9
0
1
.
1
2
1
5
4)
A
p
p
l
y
sp
e
c
i
f
i
c
B
l
o
o
m
’
s
v
e
r
b
s
4
.
0
5
0
.
7
8
1
5
5)
P
r
e
sen
t
a
si
n
g
l
e
c
l
e
a
r
o
b
j
e
c
t
i
v
e
in
t
h
e
st
e
m
4
.
2
0
0
.
8
3
1
5
6)
S
t
a
t
e
t
h
e
st
e
m
in
a
p
o
si
t
i
v
e
f
o
r
m
w
h
e
n
e
v
e
r
p
o
ssi
b
l
e
4
.
2
5
0
.
8
5
1
5
7)
Emp
h
a
s
i
z
e
on
b
o
l
d
or
I
t
a
l
i
c
s
w
h
e
n
e
v
e
r
n
e
g
a
t
i
v
e
w
o
r
d
i
n
g
is
u
s
e
d
3
.
1
5
1
.
5
3
1
5
W
h
e
n
c
o
n
st
r
u
c
t
i
n
g
a
l
t
e
r
n
a
t
i
v
e
s
of
m
u
l
t
i
p
l
e
-
c
h
o
i
c
e
i
t
e
ms
,
I:
8)
M
a
k
e
a
l
l
d
i
s
t
r
a
c
t
o
r
s
p
l
a
u
s
i
b
l
e
3
.
8
0
1
.
1
5
1
5
9)
P
r
e
sen
t
a
l
t
e
r
n
a
t
i
v
e
s
in
si
m
i
l
a
r
p
a
t
t
e
r
n
s
2
.
6
5
1
.
2
7
1
5
10)
M
a
k
e
t
h
e
a
l
t
e
r
n
a
t
i
v
e
s
g
r
a
m
mat
i
c
a
l
l
y
c
o
n
s
i
st
e
n
t
w
i
t
h
t
h
e
st
e
m
3
.
1
5
1
.
1
4
1
5
11)
A
v
o
i
d
u
s
i
n
g
a
l
l
of
t
h
e
a
b
o
v
e
a
n
d
n
o
n
e
of
t
h
e
a
b
o
v
e
3
.
7
5
1
.
2
9
1
5
12)
V
a
r
y
t
h
e
p
o
s
i
t
i
o
n
of
t
h
e
c
o
r
r
e
c
t
a
n
sw
e
r
r
a
n
d
o
m
l
y
3
.
6
0
1
.
5
4
1
5
13)
A
v
o
i
d
t
h
e
u
s
e
of
s
p
e
c
i
f
i
c
d
e
t
e
r
mi
n
e
r
s
su
c
h
as
n
e
v
e
r
,
a
l
w
a
y
s
,
a
n
d
o
n
l
y
3
.
7
5
0
.
9
1
1
5
14)
M
a
k
e
a
l
t
e
r
n
a
t
i
v
e
s
to
h
a
v
e
o
n
l
y
o
n
e
c
o
r
r
e
c
t
a
l
t
e
r
n
a
t
i
v
e
4
.
4
5
1
.
0
5
1
5
N
o
t
e
.
S
D
.
=
st
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
,
M
i
n
.
=
mi
n
i
m
u
m
,
M
a
x
.
=
ma
x
i
mu
m
T
h
e
f
in
d
in
g
s
in
T
ab
le
2
in
d
ic
ate
th
at
m
o
s
t
of
th
e
teac
h
er
s
wer
e
co
n
v
er
s
an
t
with
th
e
p
r
i
n
cip
les
of
co
n
s
tr
u
ctin
g
MCQ
s
tem
,
esp
e
cially
s
tatin
g
th
e
s
tem
in
a
p
o
s
itiv
e
f
o
r
m
,
s
tatin
g
th
e
s
tem
in
s
im
p
le
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d
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r
lan
g
u
ag
e,
ap
p
ly
i
n
g
s
p
ec
if
ic
v
e
r
b
s
as
p
er
B
lo
o
m
’
s
tax
o
n
o
m
y
,
an
d
p
lacin
g
th
e
m
ain
id
ea
in
t
h
e
s
tem
.
Ho
wev
er
,
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e
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n
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ctin
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e
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e
r
t
h
e
l
e
s
s
,
t
h
e
f
i
n
d
i
n
g
s
i
n
d
i
ca
t
e
d
t
h
a
t
t
e
a
c
h
e
r
s
s
t
r
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g
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l
e
d
w
it
h
m
ak
i
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g
t
h
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a
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t
e
r
n
a
t
i
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es
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r
a
m
m
a
t
i
c
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ll
y
c
o
n
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i
s
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e
n
t
w
it
h
t
h
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s
t
e
m
a
n
d
p
r
e
s
e
n
t
i
n
g
a
l
t
e
r
n
a
t
i
v
e
s
in
a
s
i
m
i
l
a
r
p
a
t
te
r
n
.
G
e
n
e
r
a
l
l
y
,
t
h
e
r
e
s
u
l
ts
i
m
p
l
y
t
h
a
t
m
o
s
t
of
t
h
e
t
e
ac
h
e
r
s
e
v
a
l
u
a
t
e
d
t
h
e
m
s
e
l
v
es
as
c
o
m
p
e
t
e
n
t
in
c
o
n
s
t
r
u
c
t
i
n
g
MC
Q
s
t
em
s
a
n
d
a
l
t
e
r
n
at
i
v
es
.
T
h
e
d
ata
o
b
tain
ed
f
r
o
m
tea
ch
er
s
’
s
elf
-
r
ep
o
r
ts
was
s
u
p
p
lem
en
ted
with
d
ata
c
o
llected
th
r
o
u
g
h
d
o
cu
m
e
n
tar
y
a
n
aly
s
is
of
tea
ch
er
-
co
n
s
tr
u
cted
MCQs
to
a
s
ce
r
tain
teac
h
er
s
’
co
m
p
eten
c
es
in
co
n
s
tr
u
ctin
g
q
u
ality
MCQs
.
T
h
e
2
1
3
teac
h
er
-
co
n
s
tr
u
cted
MCQs
m
ea
s
u
r
ed
v
ar
i
o
u
s
lev
els
of
B
lo
o
m
’
s
tax
o
n
o
m
y
,
n
am
ely
7
7
(
3
6
.
1
%)
r
em
em
b
er
in
g
,
7
9
(
3
7
.
1
%)
u
n
d
er
s
tan
d
in
g
,
2
9
(
1
2
.
2
%)
ap
p
ly
in
g
,
2
1
(
9
.
9
%)
a
n
aly
zin
g
,
ni
n
e
(
4
.
2
%)
ev
alu
atin
g
,
an
d
o
n
e
(
0
.
5
%)
c
r
ea
tin
g
.
A
n
aly
s
is
of
t
h
e
f
i
n
d
i
n
g
s
s
h
o
wed
th
at
156
(
7
3
.
2
%
)
MCQs
m
ea
s
u
r
ed
r
em
em
b
er
in
g
an
d
u
n
d
er
s
tan
d
in
g
lev
els
of
B
lo
o
m
’
s
c
o
g
n
itiv
e
d
o
m
ain
.
T
h
e
r
em
ain
i
n
g
item
s
wer
e
d
ev
elo
p
ed
at
m
o
d
er
ate
(
2
2
.
1
%)
lev
els
of
ap
p
ly
in
g
an
d
an
aly
zin
g
wh
ile
h
ig
h
er
th
in
k
i
n
g
s
k
ills
of
ev
alu
atin
g
an
d
cr
ea
tin
g
wer
e
ass
ess
ed
by
less
th
an
5%
of
th
e
item
s
.
T
ab
le
3
p
r
esen
ts
a
s
am
p
le
M
C
Q
on
each
lev
el
of
B
lo
o
m
’
s
tax
o
n
o
m
y
.
T
h
e
f
in
d
in
g
s
in
d
icate
th
at
m
o
s
t
of
th
e
teac
h
er
-
co
n
s
tr
u
ct
ed
MCQs
ass
es
s
ed
lo
wer
th
in
k
in
g
s
k
ills
,
wh
ich
m
ig
h
t
im
p
l
y
th
at
th
e
teac
h
er
s
wer
e
less
co
m
p
eten
t
in
co
n
s
tr
u
ctin
g
MCQs
th
at
ass
e
s
s
h
i
g
h
er
-
o
r
d
er
lear
n
in
g
o
u
tco
m
es
.
W
h
ile
th
e
cu
r
r
en
t
cu
r
r
icu
lu
m
em
p
h
asizes
co
m
p
eten
cy
-
b
ased
ass
ess
m
en
ts
th
at
m
ea
s
u
r
e
h
ig
h
e
r
-
o
r
d
er
lear
n
i
n
g
o
u
tco
m
es,
th
is
was
not
r
ef
lecte
d
in
th
e
teac
h
er
-
co
n
s
tr
u
cted
MCQs
as
m
o
s
t
of
th
e
d
ev
elo
p
ed
item
s
ass
ess
ed
lo
wer
-
o
r
d
er
s
k
ills
.
B
r
o
wn
an
d
Ab
d
u
ln
a
b
i
[
1
1
]
i
n
s
is
t
th
at
test
item
s
th
at
ar
e
well
-
d
esig
n
ed
to
ass
ess
h
ig
h
er
lev
els
of
co
g
n
itio
n
a
r
e
in
d
icato
r
s
of
tea
ch
er
s
’
co
m
p
ete
n
ce
in
test
co
n
s
tr
u
ctio
n
.
Fu
r
th
er
m
o
r
e,
th
e
f
i
n
d
in
g
s
co
n
cu
r
with
p
r
ev
io
u
s
s
tu
d
ies
[
2
]
,
[
1
8
]
th
at
s
h
o
wed
th
at
m
o
s
t
of
th
e
teac
h
er
-
m
ad
e
test
s
an
d
ex
am
i
n
atio
n
s
ass
ess
ed
lo
wer
lev
els
of
B
lo
o
m
’
s
co
g
n
itiv
e
d
o
m
ain
.
In
p
ar
ticu
lar
,
th
e
f
in
d
in
g
s
ar
e
co
n
s
is
ten
t
with
Ky
ar
u
zi
[
2
]
wh
o
f
o
u
n
d
t
h
at
s
ec
o
n
d
ar
y
s
ch
o
o
l
Ma
th
em
atics
teac
h
er
s
co
n
s
tr
u
cted
test
s
th
at
m
o
s
tly
ass
e
s
s
ed
r
em
em
b
er
in
g
(
3
7
.
4
%),
u
n
d
er
s
tan
d
i
n
g
(
2
7
.
4
%),
an
d
ap
p
ly
in
g
(
2
6
.
4
%).
T
h
e
p
r
e
s
en
ce
of
lo
wer
-
lev
el
MCQs
s
ig
n
als
a
lack
of
co
m
p
eten
ce
in
co
n
s
tr
u
ctin
g
q
u
ality
item
s
am
o
n
g
teac
h
er
s
[
1
]
,
[
1
1
]
,
wh
ich
ca
lls
f
o
r
ca
p
ac
ity
b
u
ild
in
g
on
ass
es
s
in
g
h
ig
h
er
-
o
r
d
er
lear
n
in
g
o
u
tco
m
es.
T
ab
le
3
.
Sam
p
le
MCQs
m
ea
s
u
r
in
g
v
a
r
io
u
s
lev
els o
f
B
lo
o
m
’
s
tax
o
n
o
m
y
S
/
N
Le
v
e
l
o
f
B
l
o
o
m’
s
t
a
x
o
n
o
my
S
a
mp
l
e
M
C
Q
s
1
R
e
me
mb
e
r
i
n
g
(
q
u
e
st
i
o
n
1
6
)
W
h
a
t
t
y
p
e
o
f
s
a
f
e
t
y
s
i
g
n
i
s
u
s
e
d
i
n
u
n
a
u
t
h
o
r
i
z
e
d
a
c
c
e
ss a
r
e
a
s s
u
c
h
a
s
i
n
t
h
e
l
a
b
o
r
a
t
o
r
y
?
A
)
B
l
a
c
k
B
)
G
r
e
e
n
C
)
R
e
d
D
)
Y
e
l
l
o
w
2
U
n
d
e
r
st
a
n
d
i
n
g
(
q
u
e
st
i
o
n
3
8
)
W
h
y
a
r
e
c
a
r
b
o
n
d
i
o
x
i
d
e
a
n
d
h
y
d
r
o
g
e
n
s
u
l
p
h
i
d
e
g
a
ses
r
e
mo
v
e
d
d
u
r
i
n
g
t
h
e
p
r
o
d
u
c
t
i
o
n
o
f
e
l
e
c
t
r
i
c
i
t
y
f
r
o
m b
i
o
g
a
s?
A
)
T
o
p
u
r
i
t
y
met
h
a
n
e
a
n
d
p
r
e
v
e
n
t
c
o
r
r
o
si
o
n
B
)
To
i
n
c
r
e
a
s
e
t
h
e
e
n
e
r
g
y
f
r
o
m
t
h
e
b
i
o
g
a
s
C
)
T
o
i
n
c
r
e
a
s
e
t
h
e
e
f
f
i
c
i
e
n
c
y
o
f
b
i
o
g
a
s
D
)
T
o
h
a
v
e
t
h
e
p
r
o
p
e
r
t
y
o
f
b
i
o
g
a
s
a
s fu
e
l
3
A
p
p
l
y
i
n
g
(
q
u
e
st
i
o
n
3
9
)
F
i
n
d
t
h
e
me
c
h
a
n
i
c
a
l
a
d
v
a
n
t
a
g
e
e
f
f
i
c
i
e
n
c
y
o
f
a
sy
s
t
e
m
c
o
n
si
s
t
i
n
g
o
f
f
i
v
e
p
u
l
l
e
y
s
i
f
a
n
e
f
f
o
r
t
o
f
1
2
k
i
l
o
g
r
a
ms
i
s
u
s
e
d
t
o
l
i
f
t
4
8
k
i
l
o
g
r
a
ms
o
f
l
o
a
d
?
A
)
8
0
%
B
)
9
0
%
C
)
6
0
%
D
)
4
0
%
4
A
n
a
l
y
z
i
n
g
(
q
u
e
st
i
o
n
1
2
0
)
I
n
a
n
e
x
p
e
r
i
me
n
t
o
n
o
sm
o
si
s
w
a
t
e
r
t
r
a
v
e
l
s fr
o
m
a
w
e
a
k
s
o
l
u
t
i
o
n
t
o
a
h
e
a
v
y
s
o
l
u
t
i
o
n
.
W
h
e
n
w
e
b
o
i
l
a
p
o
t
a
t
o
a
n
d
f
i
n
d
t
h
a
t
s
o
me
p
a
r
t
o
f
i
t
w
a
s n
o
t
b
o
i
l
e
d
,
w
h
a
t
c
a
u
ses
i
t
?
A
)
T
h
e
c
e
l
l
s wer
e
m
o
r
e
s
t
a
b
l
e
B
)
T
h
e
w
a
t
e
r
f
r
o
z
e
C
)
Th
e
p
o
t
a
t
o
c
e
l
l
s wer
e
d
e
a
d
D
)
W
a
t
e
r
f
l
o
w
s
mo
r
e
v
i
a
t
h
e
p
e
e
l
s
5
Ev
a
l
u
a
t
i
n
g
(
q
u
e
st
i
o
n
9
5
)
W
h
i
c
h
o
f
t
h
e
f
o
l
l
o
w
i
n
g
g
r
o
u
p
s,
i
f
t
h
e
y
d
o
n
o
t
d
o
p
h
y
s
i
c
a
l
e
x
e
r
c
i
se
,
h
a
v
e
a
h
i
g
h
e
r
c
h
a
n
c
e
o
f
g
e
t
t
i
n
g
d
i
s
e
a
se
s s
u
c
h
a
s
h
i
g
h
b
l
o
o
d
p
r
e
ss
u
r
e
,
c
a
n
c
e
r
,
d
i
a
b
e
t
e
s
,
a
n
d
b
o
n
e
d
i
se
a
ses
?
A
)
El
d
e
r
l
y
p
e
o
p
l
e
B
)
C
h
i
l
d
r
e
n
C
)
P
r
e
g
n
a
n
t
w
o
me
n
D
)
P
e
o
p
l
e
w
h
o
d
o
l
i
g
h
t
w
o
r
k
6
C
r
e
a
t
i
n
g
(
q
u
e
s
t
i
o
n
96)
Th
e
r
e
s
p
i
r
a
t
o
r
y
s
y
st
e
m
i
s m
a
d
e
u
p
o
f
t
h
e
n
o
s
e
,
p
h
a
r
y
n
x
,
t
r
a
c
h
e
a
,
b
r
o
n
c
h
i
,
l
u
n
g
s
,
a
n
d
a
i
r
s
a
c
s.
W
h
a
t
i
s
t
h
e
n
e
r
v
e
s
y
st
e
m m
a
d
e
o
f
?
A
)
G
a
l
l
b
l
a
d
d
e
r
a
n
d
p
a
n
c
r
e
a
s
B
)
B
r
a
i
n
,
m
o
t
o
r
,
a
n
d
p
o
r
t
a
l
n
e
r
v
e
s
C
)
K
i
d
n
e
y
,
l
i
v
e
r
,
a
n
d
sk
i
n
D
)
M
o
t
o
r
n
e
r
v
e
s
a
n
d
s
e
n
so
r
y
n
e
r
v
e
s
3
.
2
.
I
WF
s
em
bo
died in t
ea
c
her
-
m
a
de
M
CQ
s
T
h
e
s
ec
o
n
d
r
esear
ch
q
u
esti
o
n
ex
am
in
ed
th
e
ty
p
es
of
I
W
Fs
f
o
u
n
d
in
th
e
teac
h
er
-
m
ad
e
M
C
Qs.
Data
f
o
r
an
s
wer
in
g
th
is
q
u
esti
o
n
wer
e
o
b
tain
ed
f
r
o
m
th
e
d
o
cu
m
en
t
an
aly
s
is
of
213
teac
h
er
-
co
n
s
tr
u
cted
MCQs
.
T
h
e
f
in
d
in
g
s
in
d
icate
d
th
at
teac
h
er
-
co
n
s
tr
u
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T
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4
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u
m
m
ar
izes
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e
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th
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2
1
3
teac
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m
ad
e
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.
T
h
e
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al
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s
is
o
f
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in
T
a
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le
4
in
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icate
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th
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I
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r
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alter
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with
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g
alter
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ati
v
es th
at
d
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n
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t r
elate
with
th
e
s
tem
.
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p
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Fin
d
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s
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ab
le
4
in
d
icate
a
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ig
h
r
ate
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f
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wh
ich
im
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lie
s
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teac
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les
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co
m
p
eten
t
in
co
n
s
tr
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ctin
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q
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ality
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.
T
h
e
f
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g
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o
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teac
h
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m
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ete
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ce
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ctin
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ality
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ltip
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ch
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ice
s
tem
s
an
d
alter
n
ativ
es
co
in
cid
e
with
th
o
s
e
o
f
[
1
7
]
,
[
2
7
]
,
wh
o
s
e
s
tu
d
ies
r
ev
ea
led
r
elativ
ely
s
im
ilar
f
in
d
in
g
s
.
T
ar
iq
et
a
l.
[
1
8
]
ev
alu
ate
d
th
e
co
g
n
itiv
e
l
ev
els
o
f
MCQs
an
d
item
wr
it
in
g
with
th
ir
d
-
y
ea
r
m
ed
ical
s
tu
d
en
ts
an
d
f
o
u
n
d
th
at
8
7
(
6
5
.
9
%)
o
f
th
e
MCQs
h
ad
I
W
Fs
.
Gen
er
ally
,
th
e
p
r
ese
n
ce
o
f
I
W
Fs
in
th
e
teac
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n
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cte
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u
g
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ests
th
at
th
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h
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c
o
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cti
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ality
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co
n
s
is
ten
t
with
th
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claim
th
at
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h
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s
wh
o
ar
e
co
m
p
eten
t
in
MCQ
item
wr
itin
g
ca
n
p
r
ep
ar
e
h
i
g
h
-
q
u
ality
MCQs
[
1
6
]
.
T
ea
ch
er
s
’
in
ab
ilit
y
to
co
n
s
tr
u
ct
q
u
ality
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,
am
o
n
g
o
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er
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n
s
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ld
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e
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ib
u
ted
to
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lac
k
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al
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ain
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e
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ca
ti
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en
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ly
o
n
th
e
p
r
in
cip
les
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f
MCQs
item
wr
itin
g
[
1
0
]
.
I
t
f
o
llo
ws
th
at
a
lack
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f
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m
p
eten
ce
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n
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ctin
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p
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ac
to
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s
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o
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g
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h
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th
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q
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ality
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f
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clu
d
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g
th
eir
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is
cr
im
in
atio
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p
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[
7
]
.
T
h
e
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d
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g
s
in
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icate
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th
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te
ac
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s
h
ar
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ly
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e
d
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tiv
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th
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wer
e
in
co
n
co
r
d
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n
c
e
with
th
e
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tem
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d
alter
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v
es
th
at
w
er
e
g
r
am
m
atica
lly
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r
r
ec
t.
M
o
s
t
o
f
th
e
teac
h
er
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co
n
s
tr
u
cte
d
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co
n
tain
ed
I
W
Fs
r
elate
d
to
test
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ich
p
r
o
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d
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ts
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d
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lt
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e
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n
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ep
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d
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b
u
t
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tu
d
en
ts
.
I
n
co
n
tr
ast,
th
e
q
u
esti
o
n
n
air
e
r
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lts
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g
g
est
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at
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wer
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n
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s
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t
with
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s
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ilar
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n
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s
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r
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g
th
e
alter
n
ativ
es
ar
e
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r
am
m
atica
lly
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n
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is
ten
t
with
th
e
s
tem
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d
em
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h
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ativ
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wo
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g
th
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T
h
ese
r
esu
lts
co
n
tr
ad
ict
th
e
Kis
s
i
[
2
2
]
s
tu
d
y
in
s
ec
o
n
d
ar
y
s
ch
o
o
l,
wh
ic
h
r
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led
th
at
th
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m
ajo
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ity
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f
in
s
tr
u
cto
r
s
h
a
d
a
c
o
m
m
en
s
u
r
ate
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eg
r
ee
o
f
p
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o
f
ic
ien
cy
in
cr
ea
ti
n
g
MCQs
in
ter
m
s
o
f
q
u
ality
s
tem
s
an
d
alter
n
ativ
es.
T
h
e
f
in
d
in
g
s
u
n
d
er
s
co
r
e
a
p
r
ess
in
g
n
e
ed
to
ac
q
u
ai
n
t
teac
h
er
s
with
th
e
p
r
i
n
cip
les
o
f
d
ev
elo
p
in
g
q
u
ality
MCQs
t
h
at
ap
p
r
o
p
r
iately
m
ea
s
u
r
e
le
ar
n
in
g
o
u
tco
m
es
at
v
ar
io
u
s
lev
els
o
f
B
lo
o
m
’
s
tax
o
n
o
m
y
.
T
ab
le
4
.
T
y
p
es
of
I
W
Fs
in
teac
h
er
-
co
n
s
tr
u
cted
MCQs
I
W
F
s
F
r
e
q
u
e
n
c
y
(
%)
I
W
F
s
r
e
l
a
t
e
d
t
o
t
e
st
w
i
se
n
e
ss
(
N
=
2
7
4
)
1
Lo
st
se
q
u
e
n
c
e
in
d
a
t
a
(
a
l
t
e
r
n
a
t
i
v
e
s
not
in
c
h
r
o
n
o
l
o
g
i
c
a
l
or
n
u
m
e
r
i
c
a
l
o
r
d
e
r
)
1
0
6
(
2
7
%)
2
G
r
a
mm
a
t
i
c
a
l
c
l
u
e
s
(
u
s
i
n
g
a
w
o
r
d
t
h
a
t
g
i
v
e
s
a
h
i
n
t
on
t
h
e
c
o
r
r
e
c
t
r
e
s
p
o
n
se)
10
(
3
%)
3
Lo
g
i
c
a
l
c
l
u
e
s
(
a
n
sw
e
r
s
a
r
e
a
r
r
a
n
g
e
d
in
a
p
r
e
d
i
c
t
a
b
l
e
p
a
t
t
e
r
n
)
6
(
2
%)
4
G
r
e
a
t
e
r
d
e
t
a
i
l
s
in
t
h
e
c
o
r
r
e
c
t
o
p
t
i
o
n
23
(
6
%)
5
I
mp
l
a
u
s
i
b
l
e
d
i
st
r
a
c
t
o
r
s
1
2
4
(
3
1
%)
6
U
se
of
a
b
so
l
u
t
e
t
e
r
ms
(
a
l
w
a
y
s
,
n
e
v
e
r
,
o
n
l
y
)
3
(
1
%)
7
U
se
of
“
a
l
l
o
f
t
h
e
a
b
o
v
e
”
,
“
n
o
n
e
of
t
h
e
a
b
o
v
e
”
as
t
h
e
a
l
t
e
r
n
a
t
i
v
e
2
(
1
%)
I
W
F
s
r
e
l
a
t
e
d
t
o
i
r
r
e
l
e
v
a
n
t
d
i
f
f
i
c
u
l
t
y
(
N
=
1
2
2
)
8
P
o
o
r
s
t
e
m
st
r
u
c
t
u
r
e
(
a
l
t
e
r
n
a
t
i
v
e
s
not
in
t
h
e
st
e
m
or
a
mb
i
g
u
i
t
y
in
t
h
e
s
t
e
m)
1
0
0
(
2
5
%)
9
M
o
r
e
t
h
a
n
o
n
e
c
o
r
r
e
c
t
a
n
sw
e
r
or
no
a
n
sw
e
r
at
a
l
l
12
(
3
%)
10
U
se
of
n
e
g
a
t
i
v
e
st
e
m
(
n
ot
t
r
u
e
,
e
x
c
e
p
t
)
10
(
3
%)
To
t
a
l
I
W
F
s*
3
9
6
(
1
0
0
%)
N
o
t
e
:
S
o
me
M
C
Q
s
h
a
d
m
o
r
e
t
h
a
n
o
n
e
I
W
F
s
3
.
3
.
Cha
lleng
es
enco
un
t
er
ed
by
t
ea
cher
s
in co
ns
t
ruct
ing
qu
a
lity
M
CQ
s
T
h
e
th
i
r
d
r
e
s
ea
r
ch
q
u
e
s
t
io
n
ex
am
in
ed
th
e
ch
a
l
len
g
es
th
at
t
ea
ch
er
s
en
co
u
n
te
r
in
co
n
s
tr
u
c
t
in
g
M
C
Qs
.
Da
ta
f
o
r
t
h
i
s
q
u
e
s
tio
n
wer
e
c
o
ll
ec
ted
by
u
s
in
g
a
q
u
e
s
t
io
n
n
air
e
in
wh
ich
th
e
tea
ch
er
s
r
at
ed
th
e
ch
al
le
n
g
e
s
th
ey
f
a
ce
d
in
co
n
s
tr
u
c
ti
n
g
q
u
al
ity
M
C
Q
s
.
Sp
ec
if
i
ca
lly
,
tea
ch
er
s
we
r
e
p
r
e
s
en
ted
wi
th
a
ch
ec
k
l
is
t
an
d
a
s
k
ed
to
id
en
t
if
y
th
e
p
o
t
en
t
ia
l
ch
a
ll
en
g
e
s
th
ey
en
co
u
n
te
r
ed
in
co
n
s
tr
u
ct
in
g
q
u
al
it
y
M
C
Q
s
as
s
u
m
m
ar
iz
ed
in
T
ab
l
e
5
.
T
ab
le
5
.
C
h
allen
g
es
en
c
o
u
n
ter
ed
by
teac
h
er
s
in
co
n
s
tr
u
ctin
g
q
u
ality
MCQs
C
h
a
l
l
e
n
g
e
(
s)
e
n
c
o
u
n
t
e
r
e
d
F
r
e
q
u
e
n
c
i
e
s
(
%)
1.
A
d
d
i
n
g
e
n
o
u
g
h
t
e
s
t
i
t
e
ms
to
c
o
v
e
r
a
l
l
t
h
e
r
e
q
u
i
si
t
e
l
e
v
e
l
s
of
t
h
e
c
o
g
n
i
t
i
v
e
d
o
mai
n
20
(
1
0
0
%)
2.
C
o
n
d
u
c
t
i
n
g
i
t
e
m
a
n
a
l
y
si
s
to
d
e
t
e
r
mi
n
e
t
h
e
i
r
M
C
Q
c
h
a
r
a
c
t
e
r
i
st
i
c
s
17
(
8
5
%)
3.
C
r
e
a
t
i
n
g
p
l
a
u
si
b
l
e
d
i
st
r
a
c
t
o
r
s
in
M
C
Q
s
17
(
8
5
%)
4.
D
e
si
g
n
i
n
g
M
C
Q
s
a
c
c
o
r
d
i
n
g
to
d
i
f
f
e
r
e
n
t
d
i
f
f
i
c
u
l
t
y
l
e
v
e
l
s
13
(
6
5
%)
5.
W
r
i
t
i
n
g
M
C
Q
s
so
t
h
a
t
b
o
t
h
h
i
g
h
a
n
d
l
o
w
a
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e
r
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c
a
n
u
n
d
e
r
st
a
n
d
12
(
6
0
%)
6.
A
v
o
i
d
i
n
g
t
h
e
u
se
of
c
l
u
e
s
in
M
C
Q
s
10
(
5
0
%)
7.
A
d
d
i
n
g
s
u
f
f
i
c
i
e
n
t
M
C
Q
s
to
c
o
v
e
r
t
h
e
a
p
p
r
o
p
r
i
a
t
e
i
n
st
r
u
c
t
i
o
n
a
l
u
n
i
t
s
9
(
4
5
%)
8.
D
e
si
g
n
i
n
g
q
u
e
s
t
i
o
n
s
t
h
a
t
a
r
e
a
l
i
g
n
e
d
w
i
t
h
t
h
e
su
b
j
e
c
t
o
b
j
e
c
t
i
v
e
s
a
n
d
a
c
t
i
v
i
t
i
e
s
7
(
3
5
%)
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
P
r
ima
r
y
s
ch
o
o
l te
a
ch
ers
’
co
mp
eten
ce
s
in
co
n
s
tr
u
ctin
g
q
u
a
li
ty
mu
ltip
le
-
ch
o
ice
…
(
F
lo
r
en
c
e
K
ya
r
u
z
i
)
2057
T
ab
le
5
p
r
esen
ts
f
in
d
in
g
s
on
t
h
e
ch
allen
g
es
th
at
teac
h
er
s
f
a
ce
d
in
co
n
s
tr
u
ctin
g
q
u
ality
M
C
Qs.
Mo
s
t
teac
h
er
s
h
ad
d
if
f
icu
lty
c
o
n
s
tr
u
ctin
g
MCQs
th
at
m
ea
s
u
r
e
v
ar
io
u
s
lev
els
of
c
o
g
n
itio
n
20
(
1
0
0
%),
co
n
d
u
ctin
g
item
an
aly
s
is
to
d
eter
m
in
e
th
e
ch
ar
ac
ter
is
tics
of
th
e
item
s
17
(
8
5
%)
an
d
c
o
n
s
tr
u
ctin
g
p
lau
s
ib
le
d
is
tr
ac
to
r
s
17
(
8
5
%).
Acc
o
r
d
in
g
to
th
e
f
in
d
i
n
g
s
,
th
e
q
u
ality
of
th
e
p
r
ep
ar
e
d
MCQs
was
not
up
to
t
h
e
e
x
p
ec
ted
s
tan
d
ar
d
s
an
d
th
e
m
ajo
r
ity
of
item
s
m
ea
s
u
r
ed
lo
wer
lev
els
of
c
o
g
n
itio
n
.
No
n
eth
eless
,
th
e
f
in
d
in
g
s
p
r
esen
ted
in
T
ab
le
5
p
r
o
v
id
e
in
s
ig
h
ts
th
at
s
o
m
ewh
at
co
n
tr
ad
ict
th
e
f
in
d
in
g
s
f
r
o
m
s
elf
-
r
ep
o
r
ts
u
s
in
g
a
clo
s
e
-
en
d
ed
q
u
esti
o
n
n
air
e.
T
h
u
s
,
wh
ile
teac
h
er
s
r
ep
o
r
ted
in
th
e
q
u
esti
o
n
n
air
e
th
at
th
e
y
wer
e
co
m
p
eten
t
in
co
n
s
tr
u
c
tin
g
q
u
ality
MCQs
,
r
esu
lts
f
r
o
m
a
co
n
ten
t
an
aly
s
is
of
teac
h
er
-
co
n
s
tr
u
cted
MCQs
s
h
o
wed
th
at
teac
h
er
s
ex
p
er
ien
ce
d
ch
allen
g
es
in
co
n
s
tr
u
ctin
g
q
u
ality
MCQs
an
d
m
o
s
t
item
s
wer
e
f
lawe
d
.
T
h
e
p
r
esen
ce
of
a
h
ig
h
r
ate
of
I
W
Fs
in
teac
h
er
-
co
n
s
tr
u
cte
d
MCQs
im
p
lies
th
at
th
e
teac
h
er
s
h
ad
lim
ited
co
m
p
eten
ce
in
c
o
n
s
tr
u
c
tin
g
q
u
ality
MCQs
.
Fu
r
th
er
m
o
r
e
,
th
e
r
esp
o
n
s
es
to
th
e
o
p
en
-
en
d
e
d
item
s
of
th
e
q
u
esti
o
n
n
air
e
r
ev
ea
led
th
at
n
i
n
e
teac
h
er
s
(
4
5
%)
h
ad
p
o
s
itiv
e
p
e
r
ce
p
tio
n
s
of
MCQs
but
ad
m
itted
th
at
co
n
s
tr
u
ctin
g
q
u
ality
MCQs
was
a
ch
allen
g
in
g
task
.
B
esid
es,
11
(
5
5
%)
p
ar
ticip
an
t
s
th
o
u
g
h
t
th
at
MCQs
ar
e
in
ef
f
ec
tiv
e
in
ass
ess
in
g
s
tu
d
en
ts
’
lear
n
in
g
o
u
tco
m
e
.
T
h
e
f
o
llo
win
g
ex
ce
r
p
t
r
ep
r
ese
n
ts
th
e
v
iews
of
s
o
m
e
teac
h
er
s
r
eg
ar
d
i
n
g
MCQs
:
“
MC
Q
s
do
not
p
r
o
ve
to
be
an
effec
tive
meth
o
d
of
mea
s
u
r
e
men
t;
yo
u
w
o
n
’
t
be
a
b
le
to
test
ma
n
y
of
th
e
s
kills
th
a
t
a
r
e
r
eq
u
ir
ed
by
u
s
in
g
MC
Qs
.
Th
ey
h
a
v
e
a
limited
s
co
p
e
fo
r
a
s
s
ess
men
t
.
”
(
Par
ticip
an
t
2)
“
A
ls
o
,
if
s
tu
d
en
ts
do
not
kn
o
w
a
n
yth
in
g
a
b
o
u
t
th
e
a
n
s
w
er
,
th
ey
ca
n
p
ick
one
a
lter
n
a
ti
ve
th
a
t
tu
r
n
s
out
to
be
c
o
r
r
ec
t,
I
do
n
o
t
th
in
k
th
a
t
is
tr
u
ly
d
eser
ve
d
.
”
(
Par
ticip
an
ts
8)
T
h
e
f
in
d
in
g
s
in
d
icate
th
at
s
o
m
e
teac
h
er
s
v
iew
MCQs
as
i
n
ef
f
ec
tiv
e
in
ass
ess
in
g
s
tu
d
en
ts
’
lear
n
in
g
o
u
tco
m
es.
T
h
is
alig
n
s
with
L
u
d
ewig
et
a
l.
[
7
]
,
wh
o
f
o
u
n
d
th
at
s
o
m
e
ed
u
ca
to
r
s
h
o
l
d
a
m
is
co
n
ce
p
tio
n
th
at
MCQs
ar
e
not
u
s
ef
u
l
an
d
it
is
ch
allen
g
in
g
to
co
n
s
tr
u
ct
MCQs
th
at
m
ea
s
u
r
e
h
ig
h
er
l
ev
els
of
co
g
n
itio
n
.
Ho
wev
er
,
s
ch
o
lar
s
s
u
ch
as
K
an
ji
an
d
Dh
am
an
i
[
5
]
em
p
h
a
s
ize
th
at
wel
l
-
co
n
s
tr
u
cted
MCQs
ar
e
ca
p
ab
le
of
test
in
g
b
o
th
lo
wer
an
d
h
ig
h
er
-
lev
el
th
in
k
in
g
s
k
ills
an
d
p
r
o
m
o
tin
g
s
elf
-
r
eg
u
late
d
lear
n
in
g
[
8
]
.
T
h
e
f
i
n
d
in
g
s
ca
ll
f
o
r
ca
p
ac
ity
b
u
ild
in
g
to
im
p
r
o
v
e
teac
h
e
r
s
’
co
m
p
eten
ce
s
in
co
n
s
tr
u
ctin
g
q
u
ality
MC
Qs.
T
h
is
al
ig
n
s
with
th
e
v
iews
of
B
r
o
wn
an
d
Ab
d
u
ln
ab
i
[
1
1
]
,
wh
o
m
ain
tain
th
a
t
m
ea
n
in
g
f
u
l
lear
n
in
g
o
cc
u
r
s
wh
en
ed
u
ca
to
r
s
ar
e
s
k
illed
in
th
e
cr
af
t
an
d
s
cien
ce
of
cr
ea
tin
g
ex
ce
llen
t
ev
al
u
atio
n
in
s
tr
u
m
e
n
ts
.
T
h
e
f
in
d
in
g
s
in
d
icate
th
at
n
i
n
e
(
4
5
%)
teac
h
er
s
e
x
p
er
ie
n
ce
d
ch
allen
g
es
in
o
r
g
an
izin
g
M
C
Q
s
tem
s
an
d
f
o
r
m
attin
g
th
e
m
clea
r
ly
to
allo
w
s
tu
d
en
ts
to
d
em
o
n
s
tr
a
te
th
eir
a
b
ilit
y
.
Similar
ly
,
it
w
as
n
o
ted
th
at
s
o
m
e
teac
h
er
s
ex
p
er
ie
n
ce
d
c
h
allen
g
es
in
co
n
s
tr
u
ctin
g
MCQs
with
co
n
ten
t
v
alid
ity
d
em
o
n
s
tr
atin
g
how
well
th
e
test
m
ea
s
u
r
es
s
tu
d
en
ts
’
ac
h
iev
em
e
n
t
of
s
ev
er
al
in
s
tr
u
ctio
n
al
o
b
j
ec
tiv
es.
R
eg
ar
d
in
g
th
e
ef
f
ec
ti
v
en
ess
of
MCQs
in
ass
es
s
in
g
s
tu
d
en
ts
,
12
(
6
7
%)
t
ea
ch
er
s
s
tated
th
at
MCQs
h
av
e
a
lim
ited
s
co
p
e
of
ass
ess
m
en
t.
In
g
e
n
er
al,
t
h
ey
ar
g
u
ed
th
at
one
ca
n
n
o
t
test
m
an
y
s
k
ills
by
u
s
in
g
MCQs
.
Un
lik
e
th
e
co
m
m
o
n
ly
r
ep
o
r
ted
ad
v
an
tag
e
of
MCQs
in
attain
in
g
co
n
ten
t
v
alid
ity
of
th
e
test
,
teac
h
er
s
ex
p
r
ess
ed
a
n
eg
ativ
e
v
iew
ab
o
u
t
th
e
u
s
e
of
MCQs
in
ass
es
s
in
g
s
tu
d
en
ts
.
Su
ch
a
p
er
ce
p
tio
n
m
ig
h
t
be
th
e
r
ea
s
o
n
b
eh
in
d
th
e
f
a
u
lts
o
b
s
er
v
ed
in
t
ea
ch
er
-
co
n
s
tr
u
cted
MCQs
an
d
teac
h
er
s
’
lack
of
awa
r
en
ess
of
th
e
p
o
ten
tial
of
at
tain
in
g
co
n
ten
t
v
alid
ity
of
th
e
MCQs
by
co
v
er
in
g
a
wid
er
p
ar
t
of
t
h
e
co
u
r
s
e
in
a
s
in
g
le
MCQ
test
[
1
]
,
[
2
]
.
To
ad
d
r
ess
th
e
id
en
tifie
d
c
h
allen
g
es,
teac
h
er
s
p
r
o
v
id
e
d
d
i
f
f
er
en
t
v
iews
co
n
ce
r
n
in
g
how
to
im
p
r
o
v
e
th
eir
co
m
p
eten
ce
s
in
co
n
s
tr
u
ctin
g
q
u
ality
MCQs
.
In
p
ar
ticu
lar
,
13
(
6
7
%)
teac
h
er
s
co
m
m
en
ted
th
at
th
ey
s
h
o
u
ld
be
ca
p
ac
itated
th
r
o
u
g
h
s
em
in
ar
s
an
d
wo
r
k
s
h
o
p
s
.
T
h
ey
also
p
r
o
p
o
s
ed
th
at
th
e
co
u
r
s
e
in
ed
u
ca
tio
n
al
m
ea
s
u
r
em
en
t
an
d
ev
al
u
atio
n
s
h
o
u
ld
be
co
m
p
u
ls
o
r
y
f
o
r
ev
er
y
teac
h
e
r
tr
ain
ee
in
all
th
e
teac
h
er
tr
ain
i
n
g
in
s
titu
tio
n
s
.
It
is
ar
g
u
e
d
th
at
teac
h
er
s
’
p
e
r
ce
p
tio
n
th
at
MCQs
ar
e
not
ef
f
ec
tiv
e
in
ass
ess
in
g
s
tu
d
en
ts
’
lear
n
in
g
o
u
tco
m
e
s
is
r
o
o
ted
in
th
e
ch
allen
g
es
th
ey
en
co
u
n
ter
in
co
n
s
tr
u
ctin
g
q
u
ality
MCQs
.
V
ar
io
u
s
s
ch
o
lar
s
[
6
]
,
[
1
1
]
in
f
o
r
m
ed
th
at
o
n
ly
a
f
ew
teac
h
er
s
h
av
e
f
o
r
m
al
tr
ain
in
g
in
co
n
s
tr
u
ctin
g
test
item
s
wh
ich
lim
its
th
eir
ca
p
ac
ity
to
p
r
ep
a
r
e
q
u
ality
MCQs
.
Giv
en
th
at
teac
h
er
-
co
n
s
tr
u
cted
MCQs
wer
e
ch
ar
ac
ter
ized
by
I
W
Fs
an
d
ass
e
s
s
ed
lo
wer
le
v
els
of
th
e
B
lo
o
m
s
’
tax
o
n
o
m
y
,
th
ey
w
er
e
d
ee
m
ed
to
be
p
o
o
r
ly
c
o
n
s
tr
u
cted
ac
co
r
d
in
g
to
C
T
T
.
Gen
er
ally
,
th
eir
m
ea
s
u
r
em
en
t
er
r
o
r
s
(
s
u
ch
as
I
W
Fs
)
co
u
ld
ad
v
er
s
ely
af
f
e
ct
th
e
q
u
ality
of
test
s
an
d
s
u
b
s
eq
u
en
t
test
-
b
ased
in
f
er
en
ce
s
.
T
h
e
e
m
b
o
d
im
en
t
of
so
m
an
y
I
W
Fs
in
teac
h
er
-
c
o
n
s
tr
u
cted
MCQs
m
ig
h
t
co
m
p
r
o
m
is
e
ass
ess
m
en
t
of
lear
n
er
s
’
ac
h
iev
em
en
t
an
d
s
u
b
s
eq
u
en
t
d
ec
is
io
n
s
on
teac
h
in
g
an
d
lea
r
n
in
g
.
So
,
th
er
e
is
an
u
r
g
en
t
n
ee
d
f
o
r
in
ter
v
en
tio
n
to
im
p
r
o
v
e
teac
h
er
s
’
co
m
p
eten
ce
in
c
o
n
s
tr
u
cti
n
g
q
u
ality
MCQs
.
It
is
n
o
ted
th
at
co
n
s
tr
u
ctin
g
q
u
ality
test
item
s
is
p
o
s
s
ib
l
e
o
n
ly
if
teac
h
er
s
h
av
e
th
e
co
m
p
eten
ce
to
co
n
s
tr
u
ct
th
e
m
[
4
]
.
Par
t
of
th
e
in
ter
v
en
tio
n
co
u
ld
be
to
p
r
o
v
id
e
teac
h
e
r
s
with
clea
r
g
u
id
elin
es
on
th
e
p
r
in
cip
les
of
co
n
s
tr
u
ctin
g
q
u
ality
MCQs
[
1
5
]
.
C
o
n
s
is
ten
t
with
C
T
T
[
1
9
]
,
th
e
f
in
d
in
g
s
im
p
ly
a
ca
ll
f
o
r
q
u
ality
ass
u
r
a
n
ce
m
ec
h
a
n
is
m
s
to
p
r
o
m
o
te
s
ch
o
o
l
-
b
ased
ass
ess
m
en
t
task
s
.
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
.
3
,
J
u
n
e
20
25
:
2
0
5
1
-
2
0
6
0
2058
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
in
v
esti
g
ated
p
r
im
a
r
y
s
ch
o
o
l
teac
h
er
s
’
co
m
p
ete
n
ce
s
in
co
n
s
tr
u
ctin
g
q
u
ality
M
C
Qs
.
Qu
ite
m
an
y
I
W
Fs
wer
e
f
o
u
n
d
in
t
h
e
teac
h
er
-
co
n
s
tr
u
cted
MCQs
.
T
h
e
I
W
Fs
wer
e
of
d
if
f
er
e
n
t
k
in
d
s
,
in
clu
d
in
g
in
co
n
s
is
ten
cies
b
etwe
en
alter
n
ativ
es
an
d
th
eir
s
tem
s
,
im
p
lau
s
ib
le
d
is
tr
ac
to
r
s
,
an
d
illo
g
ical
ar
r
an
g
em
en
t
of
alter
n
ativ
es.
T
h
ese
r
esu
lts
h
ig
h
lig
h
t
p
ar
ticu
lar
ar
ea
s
on
wh
ic
h
p
o
ten
tial
in
ter
v
e
n
tio
n
s
can
f
o
cu
s
in
th
e
attem
p
t
to
im
p
r
o
v
e
teac
h
er
s
’
co
m
p
eten
ce
s
in
cr
ea
tin
g
q
u
ality
MC
Qs
.
T
h
e
f
in
d
in
g
s
also
in
d
icat
ed
th
at
m
o
s
t
of
th
e
teac
h
er
-
co
n
s
tr
u
cte
d
MCQs
m
e
asu
r
ed
lo
wer
lev
els
of
B
lo
o
m
’
s
co
g
n
itiv
e
d
o
m
ain
.
T
h
is
an
attestatio
n
th
at
m
o
s
t
of
th
e
teac
h
er
s
wer
e
in
co
m
p
et
en
t
to
co
n
s
tr
u
ct
q
u
ality
MCQs
th
at
ass
e
s
s
h
ig
h
er
-
o
r
d
er
th
in
k
in
g
as
p
er
B
lo
o
m
’
s
lev
els
of
co
g
n
itio
n
.
To
th
at
en
d
,
th
e
f
in
d
in
g
s
s
u
g
g
est
th
at
th
er
e
is
a
g
r
ea
t
d
e
al
of
v
ar
iab
ilit
y
in
t
h
e
co
m
p
eten
ce
s
of
teac
h
er
s
in
wr
itin
g
MCQs
.
E
n
h
an
cin
g
teac
h
er
s
’
a
b
ilit
y
to
cr
ea
te
h
ig
h
-
q
u
ality
MCQs
is
s
u
p
p
o
s
ed
to
be
a
t
o
p
p
r
io
r
ity
b
ec
a
u
s
e
of
th
e
s
ig
n
i
f
ican
t
r
o
le
th
at
MCQs
h
av
e
in
th
e
h
ig
h
-
s
tak
es
ass
ess
m
e
n
ts
p
r
im
ar
y
s
ch
o
o
l
s
tu
d
en
ts
in
T
an
za
n
ia.
T
h
e
r
esu
lts
in
d
icate
th
at
in
-
s
er
v
ice
tr
ain
in
g
on
c
r
ea
tin
g
h
i
g
h
-
q
u
ality
MCQs
is
d
esp
er
ately
n
ee
d
ed
to
em
p
o
wer
teac
h
er
s
.
T
h
e
tr
ain
in
g
can
c
ap
italize
on
th
e
I
W
Fs
th
at
wer
e
o
b
s
er
v
e
d
.
As
th
is
s
tu
d
y
ex
am
in
ed
teac
h
er
s
’
co
m
p
eten
ce
s
in
co
n
s
tr
u
ctin
g
q
u
ality
MCQs
by
u
s
in
g
q
u
esti
o
n
n
air
es
an
d
co
n
ten
t
an
aly
s
is
of
teac
h
er
-
co
n
s
tr
u
ct
ed
MCQs
,
we
r
ec
o
m
m
en
d
a
s
tu
d
y
on
t
h
e
ass
o
ciatio
n
b
etwe
en
teac
h
er
s
’
d
em
o
g
r
a
p
h
ic
v
ar
iab
les
an
d
t
h
e
q
u
ality
of
test
item
s
th
e
y
co
n
s
tr
u
ct.
Fu
r
th
er
s
tu
d
ies
can
f
o
cu
s
on
th
e
ef
f
ec
tiv
en
ess
of
in
-
s
er
v
ice
tr
ain
in
g
in
p
r
o
m
o
tin
g
teac
h
er
s
’
co
m
p
eten
ce
in
c
o
n
s
tr
u
ctin
g
MCQs
an
d
o
th
er
ass
es
s
m
en
t
to
o
ls
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
Au
th
o
r
s
s
tate
n
o
f
u
n
d
in
g
in
v
o
lv
ed
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
t
r
ib
u
to
r
R
o
les
T
a
x
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
i
d
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
R
D
O
E
Vi
Su
P
Fu
Flo
r
en
ce
Ky
ar
u
zi
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Kin
g
tin
Kis
am
o
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
M
:
M
e
t
h
o
d
o
l
o
g
y
So
:
So
f
t
w
a
r
e
Va
:
Va
l
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d
a
t
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o
n
Fo
:
Fo
r
mal
a
n
a
l
y
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i
s
I
:
I
n
v
e
s
t
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g
a
t
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R
:
R
e
so
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r
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e
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D
:
D
a
t
a
C
u
r
a
t
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o
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O
:
W
r
i
t
i
n
g
-
O
r
i
g
i
n
a
l
D
r
a
f
t
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:
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r
i
t
i
n
g
-
R
e
v
i
e
w
&
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d
i
t
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Vi
:
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su
a
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t
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:
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p
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v
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s
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P
:
P
r
o
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e
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t
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mi
n
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st
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a
t
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Fu
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Fu
n
d
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a
c
q
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NF
L
I
C
T
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N
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E
R
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T
ST
A
T
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M
E
NT
Au
th
o
r
s
s
tate
n
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co
n
f
lict o
f
in
t
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est.
I
NF
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D
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NS
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e
h
av
e
o
b
tain
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o
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m
ed
c
o
n
s
en
t f
r
o
m
all
in
d
iv
id
u
als in
c
lu
d
ed
in
t
h
is
s
tu
d
y
.
E
T
H
I
CAL AP
P
RO
V
AL
T
h
e
r
esear
ch
r
elate
d
to
h
u
m
an
u
s
e
h
as
co
m
p
lied
with
al
l
th
e
r
elev
an
t
n
atio
n
al
r
e
g
u
l
atio
n
s
an
d
in
s
titu
tio
n
al
p
o
licies
in
ac
co
r
d
an
ce
with
th
e
te
n
ets
o
f
t
h
e
He
ls
in
k
i
Dec
lar
atio
n
an
d
h
as
b
ee
n
ap
p
r
o
v
e
d
b
y
th
e
Un
iv
er
s
ity
o
f
Dar
es Salaa
m
r
ev
iew
b
o
ar
d
.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
th
at
s
u
p
p
o
r
t
th
e
f
i
n
d
in
g
s
o
f
th
is
s
tu
d
y
ar
e
av
aila
b
le
o
n
r
eq
u
est
f
r
o
m
th
e
co
r
r
esp
o
n
d
in
g
au
th
o
r
[
FK]
.
T
h
e
d
ata,
wh
ich
co
n
tain
in
f
o
r
m
atio
n
th
at
co
u
ld
co
m
p
r
o
m
is
e
th
e
p
r
iv
ac
y
o
f
r
e
s
ea
r
ch
p
ar
ticip
an
ts
,
ar
e
n
o
t p
u
b
licly
av
aila
b
le
d
u
e
to
ce
r
tain
r
estrictio
n
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
P
r
ima
r
y
s
ch
o
o
l te
a
ch
ers
’
co
mp
eten
ce
s
in
co
n
s
tr
u
ctin
g
q
u
a
li
ty
mu
ltip
le
-
ch
o
ice
…
(
F
lo
r
en
c
e
K
ya
r
u
z
i
)
2059
RE
F
E
R
E
NC
E
S
[
1
]
J.
Jo
v
a
n
o
v
s
k
a
,
“
D
e
si
g
n
i
n
g
e
f
f
e
c
t
i
v
e
mu
l
t
i
p
l
e
-
c
h
o
i
c
e
q
u
e
st
i
o
n
s
f
o
r
a
ss
e
s
si
n
g
l
e
a
r
n
i
n
g
o
u
t
c
o
mes
,
”
I
n
f
o
t
h
e
c
a
,
v
o
l
.
1
8
,
n
o
.
1
,
p
p
.
2
5
–
4
2
,
2
0
1
8
,
d
o
i
:
1
0
.
1
8
4
8
5
/
i
n
f
o
t
h
e
c
a
.
2
0
1
8
.
1
8
.
1
.
2
.
[
2
]
F
.
K
y
a
r
u
z
i
,
“
Ef
f
e
c
t
i
v
e
n
e
ss
o
f
ma
t
h
e
mat
i
c
s
c
o
n
t
i
n
u
o
u
s
a
ssess
me
n
t
f
e
e
d
b
a
c
k
i
n
se
c
o
n
d
a
r
y
s
c
h
o
o
l
s
i
n
T
a
n
z
a
n
i
a
,
”
J
o
u
r
n
a
l
o
f
Ed
u
c
a
t
i
o
n
,
H
u
m
a
n
i
t
i
e
s
a
n
d
S
c
i
e
n
c
e
s
,
v
o
l
.
1
,
n
o
.
2
,
p
p
.
5
1
–
6
3
,
2
0
1
2
.
[
3
]
F
.
Ta
n
g
i
a
n
u
e
t
a
l
.
,
“
A
r
e
m
u
l
t
i
p
l
e
-
c
h
o
i
c
e
q
u
e
s
t
i
o
n
s
a
g
o
o
d
t
o
o
l
f
o
r
t
h
e
a
sse
ssm
e
n
t
o
f
c
l
i
n
i
c
a
l
c
o
mp
e
t
e
n
c
e
i
n
i
n
t
e
r
n
a
l
me
d
i
c
i
n
e
?
”
I
t
a
l
i
a
n
J
o
u
r
n
a
l
o
f
M
e
d
i
c
i
n
e
,
v
o
l
.
1
2
,
n
o
.
2
,
p
p
.
8
8
–
9
6
,
2
0
1
8
,
d
o
i
:
1
0
.
4
0
8
1
/
i
t
j
m.2
0
1
8
.
9
8
0
.
[
4
]
R
.
M
.
F
u
r
r
,
Psy
c
h
o
m
e
t
ri
c
s:
a
n
i
n
t
r
o
d
u
c
t
i
o
n
.
T
h
o
u
s
a
n
d
O
a
k
s
,
C
A
:
S
A
G
E
P
u
b
l
i
c
a
t
i
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B
I
O
G
RAP
H
I
E
S
OF
AUTH
O
RS
Fl
o
r
e
n
c
e
K
y
a
r
u
z
i
is
th
e
se
n
io
r
lec
tu
re
r
in
P
s
y
c
h
o
m
e
try
a
n
d
M
a
t
h
e
m
a
ti
c
s
Ed
u
c
a
ti
o
n
,
De
p
a
rtme
n
t
of
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d
u
c
a
t
io
n
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l
P
sy
c
h
o
l
o
g
y
a
n
d
Cu
rr
icu
lu
m
S
t
u
d
ies
at
t
h
e
U
n
iv
e
rsit
y
of
Da
r
es
S
a
laa
m
.
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h
o
ld
s
a
P
h
.
D
.
in
t
h
e
Lea
rn
i
n
g
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c
ien
c
e
s
fr
o
m
th
e
L
ü
d
wi
g
-
M
a
x
imili
a
n
s
-
Un
iv
e
rsity
of
M
u
n
ich
(
LM
U),
G
e
rm
a
n
y
.
His
re
se
a
rc
h
e
x
p
e
rti
se
in
c
lu
d
e
s
stu
d
e
n
t
a
n
d
tea
c
h
e
r
c
o
n
c
e
p
ti
o
n
s
of
a
ss
e
ss
m
e
n
t,
m
a
th
e
m
a
ti
c
s
e
d
u
c
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ti
o
n
,
g
e
n
d
e
r
is
su
e
s
in
e
d
u
c
a
ti
o
n
,
tea
c
h
e
r
e
d
u
c
a
ti
o
n
,
fe
e
d
b
a
c
k
,
a
n
d
m
e
n
to
r
sh
ip
.
He
can
be
c
o
n
tac
ted
at
e
m
a
il
:
sa
k
y
a
ru
z
i@g
m
a
il
.
c
o
m
;
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re
n
c
e
.
k
y
a
ru
z
i@d
u
c
e
.
a
c
.
tz.
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in
g
tin
K
isa
m
o
is
th
e
p
r
in
c
ip
a
l
e
x
a
m
in
a
ti
o
n
o
ffice
r
in
t
h
e
Dire
c
to
ra
te
of
Ex
a
m
in
a
ti
o
n
s
Ad
m
in
istrati
o
n
,
N
a
ti
o
n
a
l
Ex
a
m
in
a
ti
o
n
s
C
o
u
n
c
il
of
Tan
z
a
n
ia
(NECTA).
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re
se
a
rc
h
a
re
a
s
in
c
lu
d
e
a
ss
e
ss
m
e
n
t
a
n
d
e
v
a
lu
a
ti
o
n
,
tes
t
c
o
n
str
u
c
t
io
n
,
a
n
d
sc
ien
c
e
e
d
u
c
a
ti
o
n
.
Dra
win
g
fro
m
h
is
p
ra
c
ti
c
a
l
e
x
p
e
rien
c
e
,
Kisa
m
o
h
a
s
p
u
b
li
sh
e
d
se
v
e
ra
l
a
rti
c
les
on
th
e
a
ss
e
ss
m
e
n
t
a
n
d
e
v
a
lu
a
ti
o
n
of
stu
d
e
n
t
lea
rn
in
g
at
b
a
sic
e
d
u
c
a
ti
o
n
le
v
e
ls.
He
can
be
c
o
n
tac
ted
at
e
m
a
il
:
k
in
g
ti
n
k
@g
m
a
il
.
c
o
m
.
Evaluation Warning : The document was created with Spire.PDF for Python.