

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
Assessing Creativity through Common Consensus Discussion The assessment result
المؤلف:
Gipsy Chang & Josephine Csete
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P464-C38
2025-08-26
395
Assessing Creativity through Common Consensus Discussion
The assessment result
The study obtained high coefficients in the statistical tests for reliability and inter-reliability. One possible reason of course is the success of the research method in generating a rubric that is agreed on by teachers in the context. Instead of adopting a standard instrument, the study applied the Delphi method to generate a set of criteria that was agreed on by the majority of teachers as suitable for assessing students' creativity in filmmaking. Hence, when they applied these criteria in the actual assessment activity, high agreement among them was achieved. As Amabile put it, "...experts in a domain do share creativity criteria to a reasonable degree." (1983, p.38).
However, one has to be aware that even with the rubric created, if assessors assess a creative work with an overall impression instead of examining it item by item, it may also result in high inter-reliability among assessment items. This was actually reflected by one of the assessors in the discussion after the assessment activity. She found the session was too long and felt fatigued by the end and tended to grade students' films according to overall impression. This shows that even with a good assessment tool, if the way of applying it is inappropriate, negative effects may arise.
However, at the minimum, there is no indication that the process or tool has a negative impact on the ability to assess for creativity. It appears that participating in a long discussion process and using a rubric that breaks down creativity into an array of items in several categories does not confuse or prevent teachers from identifying and assessing the creativity of a given work. A further study to support or refute these possibilities is in the planning stage.
الاكثر قراءة في Assessment
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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)