Grammar
Tenses
Present
Present Simple
Present Continuous
Present Perfect
Present Perfect Continuous
Past
Past Simple
Past Continuous
Past Perfect
Past Perfect Continuous
Future
Future Simple
Future Continuous
Future Perfect
Future Perfect Continuous
Parts Of Speech
Nouns
Countable and uncountable nouns
Verbal nouns
Singular and Plural nouns
Proper nouns
Nouns gender
Nouns definition
Concrete nouns
Abstract nouns
Common nouns
Collective nouns
Definition Of Nouns
Animate and Inanimate nouns
Nouns
Verbs
Stative and dynamic verbs
Finite and nonfinite verbs
To be verbs
Transitive and intransitive verbs
Auxiliary verbs
Modal verbs
Regular and irregular verbs
Action verbs
Verbs
Adverbs
Relative adverbs
Interrogative adverbs
Adverbs of time
Adverbs of place
Adverbs of reason
Adverbs of quantity
Adverbs of manner
Adverbs of frequency
Adverbs of affirmation
Adverbs
Adjectives
Quantitative adjective
Proper adjective
Possessive adjective
Numeral adjective
Interrogative adjective
Distributive adjective
Descriptive adjective
Demonstrative adjective
Pronouns
Subject pronoun
Relative pronoun
Reflexive pronoun
Reciprocal pronoun
Possessive pronoun
Personal pronoun
Interrogative pronoun
Indefinite pronoun
Emphatic pronoun
Distributive pronoun
Demonstrative pronoun
Pronouns
Pre Position
Preposition by function
Time preposition
Reason preposition
Possession preposition
Place preposition
Phrases preposition
Origin preposition
Measure preposition
Direction preposition
Contrast preposition
Agent preposition
Preposition by construction
Simple preposition
Phrase preposition
Double preposition
Compound preposition
prepositions
Conjunctions
Subordinating conjunction
Correlative conjunction
Coordinating conjunction
Conjunctive adverbs
conjunctions
Interjections
Express calling interjection
Phrases
Sentences
Grammar Rules
Passive and Active
Preference
Requests and offers
wishes
Be used to
Some and any
Could have done
Describing people
Giving advices
Possession
Comparative and superlative
Giving Reason
Making Suggestions
Apologizing
Forming questions
Since and for
Directions
Obligation
Adverbials
invitation
Articles
Imaginary condition
Zero conditional
First conditional
Second conditional
Third conditional
Reported speech
Demonstratives
Determiners
Linguistics
Phonetics
Phonology
Linguistics fields
Syntax
Morphology
Semantics
pragmatics
History
Writing
Grammar
Phonetics and Phonology
Semiotics
Reading Comprehension
Elementary
Intermediate
Advanced
Teaching Methods
Teaching Strategies
Assessment
Preliminary conclusions
المؤلف:
George Hoefflin & Linda Allal
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P116-C11
2025-06-24
530
+
-
20
Preliminary conclusions
As we currently put the Swiss directives linked to the Bologna Declaration into practice, the issue of mobility comes to the forefront and the distinctions between formative and summative evaluation (Bloom & Hastings, 1991) tend to be neglected. Thus, both among student-teachers and trainers, we observe a certain puzzlement with regard to the future application of these directives, which are supposed to be based on standards of competencies to be attained and certified. However, the primary advantage of these new constraints is that they promote reflection with regard to both course content and the evaluation of training processes leading to certification.
With that in mind, we have questioned the adequacy of the term "portfolio" for our project. We especially value the formative aspect of the implemented process (Scallon, 2000), even though we recognize the aim of certification. In this regard, a discussion has taken place among the professors who promoted the implementation of the portfolio assessment tool. They have decided to rename this tool and now call it: an "interactive assessment file". Even though this change can seem quite formal, it is obvious for each partner that the final aim is the certification of the "didactic and disciplinary skills" module. What remains clearly in the global evaluation approach, is that optimizing the value of formative assessment is explicitly promoted by "interactivity" between student-teachers and professors. We hope that further development of this assessment project will encourage formative qualities beyond the simple logging of a student-teacher's progress on the way towards becoming a special education teacher. An essential step could thus be made in the direction of establishing the profile of a reflective professional.
الاكثر قراءة في Teaching Strategies
اخر الاخبار
اخبار العتبة العباسية المقدسة
الآخبار الصحية
مواضيع ذات صلة
قسم الشؤون الفكرية يصدر كتاباً يوثق تاريخ السدانة في العتبة العباسية المقدسة
"المهمة".. إصدار قصصي يوثّق القصص الفائزة في مسابقة فتوى الدفاع المقدسة للقصة القصيرة
(نوافذ).. إصدار أدبي يوثق القصص الفائزة في مسابقة الإمام العسكري (عليه السلام)
