

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
Can Assessment of Student Attitudes Assist both the Teaching and Learning Process as well as Ultimate Performance in Professional Practice
المؤلف:
Gjyn O Toole
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P469-C39
2025-08-26
450
Can Assessment of Student Attitudes Assist both the Teaching and Learning Process as well as Ultimate Performance in Professional Practice
Assessment is traditionally seen as the process of accumulating information and making judgments concerning student achievement in particular content areas (Board of Studies NSW, 1999) - such accumulation may result in a grade; in feedback for students, teachers and families; in reasons for adjusting teaching methodology or in plans for remediation. In most cases, despite the evidence that both negative and positive attitudes affect learning (Van Ameringen et al., 2003), the information usually accumulated through assessment is directly related to acquisition of knowledge or skills, rarely to attitudes.
If this is characteristic practice why even consider attitudes? We certainly do not generally teach attitudes, why assess them? Expert educators around the world do not do it, why should it suddenly be attempted?
The answer is in fact three-fold. Attitudes do affect depth and extent of learning - indeed they can also affect interest in learning, application to the process of learning and performance efficiency (Hadwin et al., 2005). However, more than this, instructors want students to develop and express particular attitudes toward the content being taught - either in the classroom or in their future profession (in this context, Occupational Therapy). Furthermore, the students in the third year of the occupational therapy program at Newcastle University (Australia) were exhibiting particularly negative attitudes that were potentially not conducive to learning. These attitudes seemed to be directly related to the mental health content of the third year of study in the program.
الاكثر قراءة في Assessment
اخر الاخبار
اخبار العتبة العباسية المقدسة
الآخبار الصحية

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)