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
Normal distribution grading policy
المؤلف:
Mary-Jane Taylor & Coralie McCormack
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P71-C7
2025-06-11
441
+
-
20
Normal distribution grading policy
This part will first record the perspectives of teaching staff and students towards the University's NRA system, followed by the teaching staff's actual practice when grading. From the questionnaire survey, it was found that over 40% of the respondents were satisfied with the University's NRA system (Figure 1).
However, from the focus group interviews, they indicated that this system was constraining their grading. Comment from a teacher:
"We can say that the guidelines are a constraint to us. Even though we see that the qualities of students vary, but yet we have to take into consideration the distribution, it will turn out that grade distributions from year to year are very similar. That way, the grades may not be able to reflect the qualities of the students from year to year and students from program to program." (Teacher, Department C)
The above comment indicates that teaching staff gave different views on the University's grading system during the focus group interviews as compared to that in the questionnaire survey.
Moreover, findings from the focus group interviews of students shared similar feelings to those of teaching staff with regards to the University's NRA system, i.e. they felt that it could be quite unfair and may not reflect their performance and ability:
"I also heard about the norm-referenced assessment. So even if I have done a great job which should be given Grade A but when compared to others, I got a B in return...it's frustrating. ... I think norm-referenced assessment is not fair in assessing artwork. ... I think in design, you can't say only 20% of students will get Grade A, and so on so, and so forth...Why students are forced to the Grade C category even though they have done a great job...I see no point!" (Student, Department F)
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)
