Objective type questions
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This document contains 15 multiple choice questions about curriculum concepts such as the Latin origin of the word "curriculum", the four main components of curriculum, two main functions of curriculum, and different approaches to curriculum like subject-centered, activity-centered, spiral, psychological, notional-functional, procedural, negotiated, process-oriented, grammatical/structural/formal, and synthetic.
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Objective Test Type
This document discusses objective tests, including what they are, their categories and types. Objective tests are those where the scoring rules do not allow for subjective judgments. They have selected and constructed response formats. Some common types are true/false, multiple choice, matching, fill-in-the-blank, and labeling. Objective tests are easier to score objectively but can only measure factual knowledge directly. They require careful construction to be effective.
Objective test
An objective test is a test that has predetermined right and wrong answers that can be marked objectively. It includes questions that require selecting an answer from choices, identifying objects or positions, or supplying brief text responses. Objective tests are popular because they are easy to prepare and take, quick to mark, and provide quantifiable results. Common types of objective test questions include true-false items, matching items, multiple choice items, and completion items.
Selection types of objective test
This document discusses different types of objective tests that can be used to assess student learning, including selection, arrangement, matching, multiple choice, alternate response, key list, interpretative exercises, and essay tests. It provides examples for each type and describes their characteristics. The types vary in their structure and format, from arranging terms in order, to matching items, to answering multiple choice or true/false questions. The document emphasizes that teachers should choose the test type based on the learning outcomes being assessed and time available.
Chitra m online
Continuous and comprehensive evaluation (CCE) is an education system introduced in India for grades 6-10 that evaluates students throughout the school year rather than just based on final exams. Under CCE, students receive grades based on academics as well as extracurricular activities, and assessments are conducted multiple times a year in formative tests to reduce exam pressure. However, some argue CCE reduces the importance of hard work and competition, and it has not always been implemented effectively to reduce student workload while still promoting learning.
Life skills objective type question and answers
The document provides 50 multiple choice questions about life skills. It covers topics like problem solving, decision making, communication, relationships, creativity, self-awareness, emotions, stress management, and Johari window. The questions are part of an objective type test on life skills administered by the Madurai Institute of Social Sciences. The answers are provided after each question.
Continuous and Comprehensive Evaluation
The document discusses the issues and challenges of continuous and comprehensive evaluation (CCE) in the current educational scenario. It defines CCE as a developmental process that assesses students' broad-based learning and behavior through both formative and summative evaluations conducted continuously and periodically. CCE aims to evaluate students holistically by assessing not just their academic abilities but also their physical, social, emotional, intellectual and spiritual development. However, implementing CCE effectively poses challenges such as developing diverse evaluation techniques and ensuring regular comprehensive assessments. The document advocates for CCE as it can promote learning, build student confidence and help them understand themselves as active learners.
Types of questions
The document provides guidance on different types of questions to ask in a job interview, including icebreakers to build rapport, traditional questions about experience, situational questions about how candidates would handle specific situations, culture-fit questions to assess motivation and workplace preferences, and behavioral questions requiring examples from a candidate's past. It emphasizes the importance of selecting questions in advance that are relevant to the position and treating all candidates consistently to avoid legal issues. Behavioral questions are recommended as a way to understand if past positive behaviors will continue.
Blueprint in education
A blueprint provides a detailed guide for developing an assessment. It outlines the key topics to be covered, learning objectives to be assessed, and the number and type of questions to include. The document presented discusses how to create a blueprint by analyzing content, determining learning objectives based on Bloom's taxonomy, allocating questions to each topic based on objectives, and specifying question types and their weightings. Blueprints benefit students, teachers and administrators by ensuring assessments comprehensively and validly measure the intended curriculum.
Recommended
Objective Test Type
This document discusses objective tests, including what they are, their categories and types. Objective tests are those where the scoring rules do not allow for subjective judgments. They have selected and constructed response formats. Some common types are true/false, multiple choice, matching, fill-in-the-blank, and labeling. Objective tests are easier to score objectively but can only measure factual knowledge directly. They require careful construction to be effective.
Objective test
An objective test is a test that has predetermined right and wrong answers that can be marked objectively. It includes questions that require selecting an answer from choices, identifying objects or positions, or supplying brief text responses. Objective tests are popular because they are easy to prepare and take, quick to mark, and provide quantifiable results. Common types of objective test questions include true-false items, matching items, multiple choice items, and completion items.
Selection types of objective test
This document discusses different types of objective tests that can be used to assess student learning, including selection, arrangement, matching, multiple choice, alternate response, key list, interpretative exercises, and essay tests. It provides examples for each type and describes their characteristics. The types vary in their structure and format, from arranging terms in order, to matching items, to answering multiple choice or true/false questions. The document emphasizes that teachers should choose the test type based on the learning outcomes being assessed and time available.
Chitra m online
Continuous and comprehensive evaluation (CCE) is an education system introduced in India for grades 6-10 that evaluates students throughout the school year rather than just based on final exams. Under CCE, students receive grades based on academics as well as extracurricular activities, and assessments are conducted multiple times a year in formative tests to reduce exam pressure. However, some argue CCE reduces the importance of hard work and competition, and it has not always been implemented effectively to reduce student workload while still promoting learning.
Life skills objective type question and answers
The document provides 50 multiple choice questions about life skills. It covers topics like problem solving, decision making, communication, relationships, creativity, self-awareness, emotions, stress management, and Johari window. The questions are part of an objective type test on life skills administered by the Madurai Institute of Social Sciences. The answers are provided after each question.
Continuous and Comprehensive Evaluation
The document discusses the issues and challenges of continuous and comprehensive evaluation (CCE) in the current educational scenario. It defines CCE as a developmental process that assesses students' broad-based learning and behavior through both formative and summative evaluations conducted continuously and periodically. CCE aims to evaluate students holistically by assessing not just their academic abilities but also their physical, social, emotional, intellectual and spiritual development. However, implementing CCE effectively poses challenges such as developing diverse evaluation techniques and ensuring regular comprehensive assessments. The document advocates for CCE as it can promote learning, build student confidence and help them understand themselves as active learners.
Types of questions
The document provides guidance on different types of questions to ask in a job interview, including icebreakers to build rapport, traditional questions about experience, situational questions about how candidates would handle specific situations, culture-fit questions to assess motivation and workplace preferences, and behavioral questions requiring examples from a candidate's past. It emphasizes the importance of selecting questions in advance that are relevant to the position and treating all candidates consistently to avoid legal issues. Behavioral questions are recommended as a way to understand if past positive behaviors will continue.
Blueprint in education
A blueprint provides a detailed guide for developing an assessment. It outlines the key topics to be covered, learning objectives to be assessed, and the number and type of questions to include. The document presented discusses how to create a blueprint by analyzing content, determining learning objectives based on Bloom's taxonomy, allocating questions to each topic based on objectives, and specifying question types and their weightings. Blueprints benefit students, teachers and administrators by ensuring assessments comprehensively and validly measure the intended curriculum.
Evaluating the textbook English for engineering for students at Hanoi industr...
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This document outlines an agenda for a literacy toolkit workshop focused on promoting thinking in reading. The agenda includes activities to introduce comprehension and thinking strategies, reflect on current practice, learn about benchmarks, and plan next steps. Participants will choose an element to explore how a thinking approach can develop reading comprehension and report back later. The goal is to help educators strengthen opportunities for applying comprehension and thinking skills when reading.
Organizational behavior
This document provides details about an Organisational Behaviour course, including:
- An overview of course content which introduces key concepts to analyze micro and macro organizational processes.
- Learning outcomes such as fluency with OB concepts, understanding models of motivation and decision-making, and ability to apply concepts to real situations.
- Planned activities including lectures, group work, exercises and a "Production Game" simulation.
- Assessment involves a 2,000 word assignment analyzing the student's company in the Production Game simulation or applying OB concepts to organizational shapers, dilemmas and trade-offs.
ORGANISATION AND MANAGEMENT
Here are the key points about the three management functions discussed so far:
- Planning involves setting goals and determining how to achieve them through decision making. It is the first function because we need a plan before organizing.
- Organizing is arranging work, authority, and resources among members so plans can be successfully carried out. It involves establishing an organizational structure.
- Leading involves motivating and influencing employees to achieve goals. It focuses on human and social aspects of management.
The fourth function, controlling, will ensure plans are being executed and goals are being achieved as intended. It involves monitoring performance, comparing it to standards, and taking corrective action.
The four functions are interrelated and equally important for achieving
Procedure Text.pptx
Peserta didik dikelompokan untuk menganalisis dan merangkum informasi dari teks prosedur ke dalam tabel, lalu memutuskan topik dan membuat teks prosedur menggunakan aplikasi Canva secara kreatif dan mandiri. Tujuannya adalah agar peserta didik mempelajari unsur-unsur teks prosedur dan mampu membuat teks prosedur sendiri dengan tahapan evaluasi dan refleksi.
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English for Writing Research Papers by Adrian Wallwork
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EH 1020, English Composition II
Course Syllabus
Course Description
Advanced introduction to the basic concepts and requirements of college-level writing. Presents additional skills, methods, and techniques to improve and polish the student’s completed written documents.
Prerequisites
EH 1010: English Composition I or equivalent
Course Textbook
Aaron, J. E. (2010). The Little, Brown compact handbook with exercises (2nd custom ed.). New York, NY: Longman.
Lester, J. D., Lester, J. D., Reinking, J. A., & von der Osten, R. (2010/2011). Strategies for writing successful research papers (2nd custom ed.). New York, NY: Pearson Learning
Solution
s.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Apply and describe research strategies and methods for finding information.
2. Apply the steps of the writing process and appropriate research and citation methods to write a literature review, annotated bibliography, and research paper.
3. Critique writing samples in terms of style, substance, and appropriate research and citation methods.
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2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
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e. Formal Sentence Outline – due in Unit ...
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This article is the work of Philip Hallinger · Wen-Chung Wang. I found it very interesting and wish other to read it.
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Thesis of master one
This document appears to be an introduction or chapter summary for a thesis on evaluating the degree of communicativeness of reading comprehension tasks in the English textbook "Go for English 4th grade" (GFE 4è) from a communicative perspective. The summary is divided into three parts.
Part 1 introduces the topic and specifies the research problem. It discusses the background and justification for studying the communicativeness of reading tasks in GFE 4è. It also presents the research objectives and hypotheses.
Part 2 will review relevant literature on communicative language teaching and competence. It will justify the corpus used and methods for data collection and analysis.
Part 3 will present findings, results, and research perspectives.
Curriculum design (Professional Education)
The document discusses curriculum design and its key elements. It defines curriculum design as the arrangement of the four curriculum elements: aims/goals/objectives, subject matter/content, learning activities, and evaluation. There are two levels of curriculum organization - micro level which refers to arranging the content of a specific subject, and macro level which organizes the entire curriculum. The document also outlines four major types of curriculum design: subject-centered, learner-centered, problem-centered, and core learning designs. Finally, it discusses two important factors to consider in curriculum design - horizontal organization which arranges curriculum components, and vertical organization which focuses on the spiral progression of content.
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This document provides guidance on writing a dissertation, including organizing the structure and individual chapters. It discusses:
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The document describes the author's dreams using similes comparing dreams to birds that can fly, flowers with fragrance, dewdrops that are clear and pure, and butterflies that are beautiful. Dreams are also compared to the sea that is sometimes calm and sometimes violent, and to mountains that are very strong. Overall, the author's dreams motivate and help them overcome problems, leading to success in life.
My dreams
The document describes the author's dreams using similes comparing dreams to birds that can fly, flowers with fragrance, dewdrops that are clear and pure, and butterflies that are beautiful. Dreams are also compared to the sea that is sometimes calm and sometimes violent, and to mountains that are very strong. Overall, the author's dreams motivate and help them overcome problems, leading to success in life.
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Evaluating the textbook English for engineering for students at Hanoi industr...
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reading-between-the-lines1.pptx
This document outlines an agenda for a literacy toolkit workshop focused on promoting thinking in reading. The agenda includes activities to introduce comprehension and thinking strategies, reflect on current practice, learn about benchmarks, and plan next steps. Participants will choose an element to explore how a thinking approach can develop reading comprehension and report back later. The goal is to help educators strengthen opportunities for applying comprehension and thinking skills when reading.
Organizational behavior
This document provides details about an Organisational Behaviour course, including:
- An overview of course content which introduces key concepts to analyze micro and macro organizational processes.
- Learning outcomes such as fluency with OB concepts, understanding models of motivation and decision-making, and ability to apply concepts to real situations.
- Planned activities including lectures, group work, exercises and a "Production Game" simulation.
- Assessment involves a 2,000 word assignment analyzing the student's company in the Production Game simulation or applying OB concepts to organizational shapers, dilemmas and trade-offs.
ORGANISATION AND MANAGEMENT
Here are the key points about the three management functions discussed so far:
- Planning involves setting goals and determining how to achieve them through decision making. It is the first function because we need a plan before organizing.
- Organizing is arranging work, authority, and resources among members so plans can be successfully carried out. It involves establishing an organizational structure.
- Leading involves motivating and influencing employees to achieve goals. It focuses on human and social aspects of management.
The fourth function, controlling, will ensure plans are being executed and goals are being achieved as intended. It involves monitoring performance, comparing it to standards, and taking corrective action.
The four functions are interrelated and equally important for achieving
Procedure Text.pptx
Peserta didik dikelompokan untuk menganalisis dan merangkum informasi dari teks prosedur ke dalam tabel, lalu memutuskan topik dan membuat teks prosedur menggunakan aplikasi Canva secara kreatif dan mandiri. Tujuannya adalah agar peserta didik mempelajari unsur-unsur teks prosedur dan mampu membuat teks prosedur sendiri dengan tahapan evaluasi dan refleksi.
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Exercises Pragmatic.pdfbbbbbbbbbbbbbbbbb
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English for Writing Research Papers by Adrian Wallwork
Publishing your research in an international journal is key to your success in academia. This guide is based on a study of referees' reports and letters from journal editors on reasons why papers written by non-native researchers are rejected due to problems with English usage. It draws on English-related errors from around 5000 papers written by non-native authors, 500 abstracts by PhD students, and over 1000 hours of teaching researchers how to write and present research papers.
With easy-to-follow rules and tips, and with examples taken from published and unpublished papers, you will learn how to:
- prepare and structure a manuscript
- increase readability and reduce the number of mistakes you make in English by
writing concisely, with no redundancy and no ambiguity
- plan and organize your paper, and structure each paragraph and each sentence so
that the reader can easily follow the logical build-up towards various conclusions
- write a title and an abstract that will attract attention and be read
- decide what to include in the various parts of the paper (Introduction, Methodology,
Discussion etc)
- select from over 700 useful phrases
- highlight your claims and contribution
- avoid plagiarism and make it 100% clear whether you are referring to your own work
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- choose the correct tenses and style (active or passive)
Student Centered
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ORGANIZING THE COURSE
This document discusses organizing a course by determining its underlying structure and principles. It defines organizing a course as deciding how to pull together content and material based on goals and objectives. Key aspects of organizing include choosing an organizing principle, identifying units/modules, sequencing units, and determining language/skills content. Organizing mainly involves designing a syllabus, which states what will be taught and provides uniformity. Different types of syllabuses are discussed, as well as examples of organizing courses by topic, structure, function, skills, situation, task, and discourse.
teaching english language learners the good news
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EH 1020, English Composition II Course Syllabus Course Descri.docx
EH 1020, English Composition II
Course Syllabus
Course Description
Advanced introduction to the basic concepts and requirements of college-level writing. Presents additional skills, methods, and techniques to improve and polish the student’s completed written documents.
Prerequisites
EH 1010: English Composition I or equivalent
Course Textbook
Aaron, J. E. (2010). The Little, Brown compact handbook with exercises (2nd custom ed.). New York, NY: Longman.
Lester, J. D., Lester, J. D., Reinking, J. A., & von der Osten, R. (2010/2011). Strategies for writing successful research papers (2nd custom ed.). New York, NY: Pearson Learning
Solution
s.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Apply and describe research strategies and methods for finding information.
2. Apply the steps of the writing process and appropriate research and citation methods to write a literature review, annotated bibliography, and research paper.
3. Critique writing samples in terms of style, substance, and appropriate research and citation methods.
4. Apply APA style guidelines within a literature review, annotated bibliography, and research paper.
5. Summarize academic sources for use in an annotated bibliography and literature review.
6. Differentiate between the writing styles and citation methods across different disciplines.
Course Structure
1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbooks. Units II, III, and V also contain Supplemental Readings.
4. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular attention to Key Terms as they represent important concepts within the unit material and reading.
5. Learning Activities (Non-Graded): These Non-Graded Learning Activities are provided to aid students in their course of study.
6. Assignments: This course has eight assignments, one to be submitted for each unit. With each assignment, students will work toward completing the final draft of the Research Paper (due in Unit VIII). Specific information and instructions regarding these assignments are provided below in this syllabus. Following is a list of each assignment and the unit in which it is due. Grading rubrics are included with all assignments. Specific information about accessing these rubrics is provided below.
a. Unit I Assignment – due in Unit I
b. Research Proposal – due in Unit II
c. Annotated Bibliography – due in Unit III (Students will need access to Microsoft Word to access the Annotated Bibliography Template provided in the assignment instructions.)
d. Research Paper Draft 1 – due in Unit IV
e. Formal Sentence Outline – due in Unit ...
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Part 1 introduces the topic and specifies the research problem. It discusses the background and justification for studying the communicativeness of reading tasks in GFE 4è. It also presents the research objectives and hypotheses.
Part 2 will review relevant literature on communicative language teaching and competence. It will justify the corpus used and methods for data collection and analysis.
Part 3 will present findings, results, and research perspectives.
Curriculum design (Professional Education)
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Lecture 10 guidence on writing your dissertation
This document provides guidance on writing a dissertation, including organizing the structure and individual chapters. It discusses:
1. The typical organization of a dissertation, including introductory, literature review, methodology, results, and discussion chapters. Each chapter answers fundamental questions about the study.
2. Principles for organizing chapters, such as ensuring each relates to the overall dissertation and can stand alone, while maintaining a clear logical flow.
3. The importance of clearly communicating the dissertation structure to readers using headings, transitions, and other signposting techniques.
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Renjifo Pintado Monica Mishelle portfolio - Phonology II
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