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
Trainer comments
المؤلف:
George Hoefflin & Linda Allal
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P113-C11
2025-06-20
609
+
-
20
Trainer comments
The trainer's workload turned out to be quite important, because, after reading the portfolios, the trainer not only assessed them (in terms of minimal scores to be obtained for course validation), but he also formulated appropriate written comments. As our assessment objective was mainly formative (certification only takes place at the end of a long process involving three courses and two problem-solving exercises), the trainer's comments either suggested additional directions of reflective thought or proposed useful constructive criticism regarding the student-teacher's academic and professional development. The time invested by the trainer was largely rewarded by the richness of the script provided by the student-teachers. Not only could the trainer observe each student's level of reflective thought and knowledge integration, but he could also benefit from genuine insight into the professional activity of the student-teachers. Thus, for most students a few written comments turned out to be sufficient to assure regulation of their progression. In other cases, if the reflective approach seemed inadequate and the entire portfolio (synthesis and discussion) was judged insufficient, a meeting was arranged to negotiate an addendum.
During this round of evaluation, we observed a normal distribution of student-teachers' outcomes, with three at each extremity of the distribution; these were either required to produce a negotiated addendum after regulation, or they produced very high level work in terms of their theoretical synthesis as well as of the discussion of their academic and professional practice. The remainder (44 students) were to be found at the center of the distribution. We would also like to highlight the fact that, after receiving feedback, five student-teachers requested meetings with the trainer to discuss cases of specific pupils experiencing problems who were presented in the portfolio sections. Finally, after reading the portfolios, the trainer obtained a "snapshot " of the cohort including, on the one hand, a general impression of the student-teachers' reflective abilities and, on the other hand, an idea of the diversity of their professional engagements (Behrens, 1999). This significantly assisted the trainer in adapting the course by providing complementary information.
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(نوافذ).. إصدار أدبي يوثق القصص الفائزة في مسابقة الإمام العسكري (عليه السلام)
