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ei
r
ab
ilit
y
to
lear
n
m
o
r
e
ef
f
ec
tiv
ely
with
in
th
e
p
r
o
g
r
am
.
T
h
is
is
co
n
s
id
er
ed
as
f
o
r
m
ativ
e
ass
ess
m
en
t.
Usu
a
lly
v
ar
io
u
s
ass
ess
m
en
t
p
r
o
ce
s
s
es
in
clu
d
in
g
ex
am
in
atio
n
s
,
test
s
,
q
u
izze
s
,
co
u
r
s
ewo
r
k
,
p
r
o
jects,
th
eses
,
an
d
m
o
r
e,
ar
e
u
s
ed
n
o
w
to
g
a
th
er
ev
id
e
n
ce
th
at
ju
s
tifie
s
th
e
v
alid
ity
o
f
s
tu
d
en
t
s
co
r
es,
g
r
ad
es,
o
r
r
an
k
in
g
s
[
5
]
.
T
h
e
ass
ess
m
en
t
p
r
o
ce
s
s
ex
te
n
d
s
b
ey
o
n
d
m
er
e
e
v
alu
atio
n
;
it
s
ig
n
if
ican
tly
s
h
ap
es
h
o
w
s
tu
d
en
ts
ap
p
r
o
ac
h
th
eir
lear
n
in
g
j
o
u
r
n
ey
,
in
f
lu
e
n
cin
g
t
h
eir
lear
n
in
g
s
tr
ateg
ies
an
d
o
v
er
all
e
x
p
er
i
en
ce
[
7
]
.
Sch
o
lar
s
ar
g
u
e
th
at
s
tu
d
en
ts
’
attitu
d
es
to
war
d
s
ass
ess
m
en
t
p
lay
a
cr
u
cial
r
o
le
in
d
eter
m
in
in
g
t
h
eir
lear
n
in
g
ap
p
r
o
ac
h
es,
im
p
ac
tin
g
wh
eth
e
r
th
ey
ad
o
p
t
d
ee
p
o
r
s
u
r
f
ac
e
lear
n
i
n
g
s
tr
at
eg
ies
[
8
]
.
T
h
ese
attitu
d
es
ar
e
s
h
ap
ed
b
y
v
ar
i
o
u
s
lear
n
in
g
ex
p
er
ien
ce
s
.
I
f
t
h
e
ex
p
er
ien
ce
is
p
o
s
itiv
e,
a
f
a
v
o
r
ab
le
attitu
d
e
is
f
o
r
m
e
d
,
a
n
d
v
ice
v
er
s
a
[
9
]
.
Acc
o
r
d
in
g
to
Var
g
as
-
Sán
c
h
ez
et
a
l.
[
1
0
]
,
an
in
d
iv
i
d
u
al’
s
attitu
d
e
r
ef
er
s
to
th
eir
p
er
s
p
ec
tiv
e
an
d
ev
alu
atio
n
o
f
s
o
m
eth
in
g
o
r
s
o
m
e
o
n
e,
th
eir
i
n
clin
atio
n
o
r
p
r
o
p
e
n
s
ity
to
r
esp
o
n
d
p
o
s
itiv
ely
o
r
n
e
g
ativ
ely
t
o
a
ce
r
tain
co
n
ce
p
t,
item
,
p
er
s
o
n
,
o
r
cir
cu
m
s
tan
c
e.
T
h
ey
also
h
ig
h
lig
h
ted
t
h
at
it
is
ty
p
ically
o
r
g
an
ized
i
n
to
th
r
ee
ca
teg
o
r
ies
:
i
)
co
g
n
itiv
e
(
r
elatin
g
t
o
p
er
c
ep
tio
n
s
an
d
b
elief
s
)
;
ii
)
af
f
e
ctiv
e
(
p
r
ef
er
e
n
ce
s
,
em
o
tio
n
s
,
o
r
f
ee
lin
g
s
)
;
an
d
iii
)
b
eh
av
io
r
al
(
ac
tio
n
s
o
r
in
t
en
tio
n
s
to
war
d
t
h
e
o
b
ject,
in
f
lu
en
ce
d
b
y
c
o
g
n
itiv
e
an
d
af
f
ec
tiv
e
r
esp
o
n
s
es).
Ajze
n
[
1
1
]
s
tated
th
at
an
attitu
d
e
is
a
p
r
ed
is
p
o
s
itio
n
to
r
esp
o
n
d
p
o
s
itiv
ely
o
r
n
eg
ativ
ely
t
o
an
o
b
ject,
p
e
r
s
o
n
,
in
s
titu
tio
n
,
o
r
ev
e
n
t.
W
h
en
an
in
d
iv
id
u
al
h
o
ld
s
a
p
o
s
itiv
e
attitu
d
e
to
war
d
s
s
o
m
eth
in
g
,
th
e
y
ar
e
u
s
u
ally
m
o
r
e
lik
ely
to
en
g
a
g
e
i
n
r
elate
d
ac
ti
o
n
s
,
wh
er
ea
s
a
n
eg
ativ
e
attitu
d
e
to
war
d
s
s
o
m
eth
in
g
ty
p
ically
lead
s
t
o
a
lack
o
f
in
ter
est
in
en
g
a
g
in
g
in
t
h
o
s
e
ac
tio
n
s
[
1
2
]
.
R
esear
ch
b
y
Kh
am
lich
i
an
d
C
h
k
ir
b
a
n
e
[
1
3
]
h
i
g
h
lig
h
ted
th
e
s
ig
n
if
ican
ce
o
f
s
tu
d
en
ts
’
attitu
d
e
to
war
d
s
ass
ess
m
en
t,
em
p
h
asizin
g
th
at
it
d
eter
m
in
es
th
e
n
atu
r
e
o
f
th
eir
lear
n
in
g
.
I
f
s
ee
n
m
er
ely
as
a
m
eth
o
d
to
s
ec
u
r
e
g
r
ad
es,
th
is
p
er
s
p
ec
tiv
e
co
u
l
d
p
o
te
n
t
ially
d
im
in
is
h
th
e
en
jo
y
m
en
t
o
f
lear
n
i
n
g
a
n
d
s
h
if
t
th
e
f
o
cu
s
m
o
r
e
to
war
d
s
ex
a
m
s
.
An
o
th
er
s
tu
d
y
r
e
v
ea
led
t
h
at
s
tu
d
en
ts
’
attitu
d
e
to
war
d
s
ass
es
s
m
en
t
is
p
o
s
iti
v
e
wh
en
th
ey
b
eliev
e
th
at
ass
es
s
m
en
t
en
h
an
ce
s
th
eir
lear
n
in
g
an
d
v
iew
th
e
ass
es
s
m
en
t
p
r
o
ce
s
s
as
f
air
[
1
4
]
.
A
p
o
s
itiv
e
attitu
d
e
to
war
d
s
ass
es
s
m
en
t
f
o
s
ter
s
a
co
m
m
itm
en
t
to
d
ee
p
er
u
n
d
er
s
tan
d
i
n
g
a
n
d
b
etter
lear
n
in
g
o
u
tco
m
es.
I
n
co
n
tr
ast,
h
av
in
g
a
n
e
g
ativ
e
attitu
d
e
wh
e
r
e
s
tu
d
en
ts
p
e
r
ce
iv
e
ass
es
s
m
en
ts
o
r
teac
h
in
g
m
eth
o
d
s
as
u
n
s
u
itab
le
ca
n
r
esu
lt
i
n
a
s
u
r
f
ac
e
a
p
p
r
o
a
ch
to
lear
n
i
n
g
[
1
5
]
.
T
h
er
ef
o
r
e,
s
tu
d
en
ts
’
attitu
d
es
to
war
d
s
ass
ess
m
en
ts
ar
e
cr
u
cial
to
r
ec
o
g
n
ize
as
it
p
lay
s
a
s
ig
n
if
ican
t
r
o
le
in
s
h
ap
in
g
th
e
q
u
ality
o
f
t
h
eir
lear
n
i
n
g
ex
p
er
i
en
ce
[
7
]
.
M
o
r
e
o
v
e
r
,
a
c
a
d
e
m
i
c
a
c
h
i
e
v
e
m
e
n
t
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
i
s
c
l
o
s
e
l
y
l
i
n
k
e
d
w
i
t
h
t
h
e
a
s
s
e
s
s
m
e
n
t
p
r
o
c
e
s
s
,
m
a
k
i
n
g
i
t
a
c
r
i
ti
c
a
l
f
a
c
t
o
r
i
n
d
et
e
r
m
i
n
i
n
g
s
t
u
d
e
n
t
s
’
s
u
c
ce
s
s
[
4
]
.
M
o
l
n
á
r
a
n
d
K
o
cs
is
[
1
6
]
s
t
at
ed
t
h
a
t
t
h
e
a
c
a
d
e
m
i
c
a
c
h
i
e
v
e
m
e
n
t
o
f
s
t
u
d
e
n
t
s
is
a
n
o
u
t
c
o
m
e
i
n
f
l
u
e
n
c
e
d
b
y
b
o
t
h
t
h
e
i
r
c
o
g
n
i
t
i
v
e
a
n
d
n
o
n
-
c
o
g
n
i
ti
v
e
c
h
a
r
a
c
t
e
r
is
ti
c
s
.
A
s
s
e
s
s
m
e
n
t
c
a
n
h
a
v
e
a
l
o
n
g
-
l
as
t
i
n
g
e
f
f
e
c
t
o
n
h
o
w
s
t
u
d
e
n
t
s
’
ap
p
r
o
a
c
h
l
e
a
r
n
i
n
g
[
1
7
]
,
w
h
i
c
h
s
h
a
p
e
s
n
o
t
o
n
l
y
t
h
e
i
r
a
c
a
d
e
m
i
c
r
es
u
l
ts
b
u
t
a
ls
o
t
h
eir
c
a
r
e
e
r
p
r
o
s
p
e
c
ts
[
1
8
]
.
A
c
c
o
r
d
i
n
g
t
o
L
y
n
a
m
a
n
d
C
a
c
h
i
a
[
1
9
]
,
s
tu
d
en
ts
h
av
e
d
if
f
er
en
t
p
er
s
p
ec
tiv
es
o
n
ass
ess
m
en
t.
T
h
ey
v
iew
it
as
:
i
)
a
to
o
l
f
o
r
en
h
an
cin
g
ac
ad
em
ic
p
er
f
o
r
m
an
ce
;
ii
)
a
m
eth
o
d
f
o
r
h
o
ld
in
g
th
em
r
esp
o
n
s
ib
le
;
iii
)
lack
in
g
r
elev
an
ce
;
an
d
iv
)
ca
p
a
b
le
o
f
b
ein
g
e
n
jo
y
a
b
le.
R
esear
ch
er
also
ass
er
ted
th
at
s
tu
d
en
ts
wh
o
v
iew
ass
ess
m
en
t
as
a
p
o
s
itiv
e
f
o
r
ce
f
o
r
p
er
s
o
n
a
l
r
esp
o
n
s
ib
ilit
y
a
n
d
ac
tiv
ely
en
g
ag
e
with
it
ten
d
to
ac
h
iev
e
h
ig
h
er
g
r
ad
es
an
d
th
o
s
e
wh
o
d
o
n
o
t
tak
e
ass
es
s
m
en
t
s
er
io
u
s
ly
o
r
ig
n
o
r
e
it
r
esu
ltin
g
in
lo
wer
g
r
ad
es.
Ad
d
itio
n
ally
,
ac
ad
em
ica
lly
s
u
cc
ess
f
u
l
s
tu
d
en
ts
g
en
er
ally
v
iew
ass
es
s
m
en
t
as
a
to
o
l
to
en
h
an
ce
th
eir
lear
n
in
g
an
d
p
e
r
f
o
r
m
an
ce
[
2
0
]
.
Fl
o
r
es
et
a
l
.
[
2
1
]
f
u
r
th
er
r
ev
ea
le
d
th
at
s
tu
d
en
ts
v
iew
ass
es
s
m
en
t
p
r
im
ar
ily
to
id
en
tify
an
d
co
r
r
ec
t
er
r
o
r
s
th
ey
m
ad
e,
wh
ich
h
elp
s
to
im
p
r
o
v
e
th
eir
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
T
h
is
p
er
s
p
ec
tiv
e
in
d
icate
s
th
at
s
tu
d
en
ts
ar
e
u
s
in
g
th
e
i
n
f
o
r
m
atio
n
f
r
o
m
ass
es
s
m
en
ts
to
lear
n
an
d
b
o
o
s
t
th
eir
ac
ad
em
ic
o
u
tco
m
e
s
.
Ho
wev
er
,
Qu
ain
o
o
et
a
l
.
[
2
2
]
p
o
in
te
d
o
u
t
th
at
if
s
tu
d
en
ts
v
iew
ass
es
s
m
en
ts
m
er
ely
as
a
r
an
k
in
g
to
o
l,
th
e
y
m
ay
b
e
less
m
o
tiv
ated
if
ta
s
k
s
d
o
n
o
t
ca
r
r
y
a
m
ea
s
u
r
a
b
l
e
s
co
r
e.
T
h
ey
also
s
tated
th
at
if
s
tu
d
en
ts
s
o
lely
f
o
cu
s
o
n
s
co
r
in
g
a
n
d
h
ig
h
-
s
tak
es
o
u
tco
m
es,
it
m
ig
h
t
lead
th
e
m
to
p
r
ef
e
r
p
ass
iv
e
lear
n
in
g
s
tr
ateg
ies,
lik
e
m
em
o
r
izatio
n
,
in
s
tead
o
f
en
g
ag
in
g
in
cr
itical
th
in
k
in
g
o
r
ac
tiv
e
lear
n
in
g
.
Similar
ly
,
W
in
s
to
n
e
an
d
B
o
u
d
[
2
3
]
clai
m
ed
th
at
s
tu
d
en
ts
ar
e
p
r
im
a
r
ily
co
n
ce
r
n
ed
ab
o
u
t
ea
r
n
in
g
g
r
ad
es
r
ath
e
r
th
a
n
d
ev
elo
p
m
e
n
tal
in
f
o
r
m
atio
n
.
T
h
is
f
o
cu
s
lik
ely
ar
is
es
f
r
o
m
th
eir
b
elief
th
at
g
r
ad
es
d
ir
ec
tly
in
f
lu
en
ce
th
eir
im
m
ed
iate
f
u
tu
r
e
a
n
d
d
eter
m
in
e
wh
eth
er
th
ey
ca
n
ad
v
an
c
e
to
th
e
n
ex
t
lev
el
o
f
ed
u
ca
tio
n
[
2
4
]
.
T
h
ey
also
s
tated
th
at
wh
en
s
tu
d
en
ts
f
ee
l
th
at
th
eir
ass
ess
m
en
t
r
esu
lts
ar
e
u
n
f
air
,
th
ey
m
ig
h
t
d
is
r
eg
a
r
d
th
e
ass
ess
m
en
t
p
r
o
ce
s
s
.
Mo
s
t
o
f
th
e
s
tu
d
en
ts
ap
p
r
ec
iate
h
a
v
in
g
a
ch
o
ice
b
etwe
en
two
ass
ess
m
en
t
o
p
tio
n
s
.
Pro
v
id
in
g
s
u
ch
o
p
tio
n
s
is
s
ee
n
as
a
p
r
o
g
r
ess
iv
e
ap
p
r
o
ac
h
in
h
i
g
h
er
e
d
u
ca
tio
n
,
aim
in
g
to
r
ed
u
ce
s
tr
ess
ass
o
ciate
d
with
ex
am
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
4
0
7
6
-
408
7
4078
Stu
d
en
ts
em
p
h
asized
th
e
i
m
p
o
r
tan
ce
o
f
f
lex
ib
ilit
y
in
ass
ess
m
en
t
m
eth
o
d
s
wh
ic
h
s
u
g
g
ests
th
at
s
tu
d
en
ts
s
h
o
u
ld
b
e
ab
le
to
c
h
o
o
s
e
th
e
ass
ess
m
en
t sty
le
th
at
s
u
its
th
em
b
est [
2
5
]
.
R
ec
o
g
n
izin
g
s
tu
d
e
n
ts
’
attitu
d
es
to
war
d
s
ass
ess
m
en
ts
is
im
p
o
r
tan
t
b
ec
au
s
e
th
e
way
ass
es
s
m
en
ts
ar
e
co
n
d
u
cte
d
at
i
n
s
titu
tio
n
s
h
as
a
s
tr
o
n
g
in
f
lu
e
n
ce
o
n
s
tu
d
e
n
ts
o
v
er
all
lear
n
in
g
an
d
m
o
tiv
atio
n
,
in
b
o
t
h
p
o
s
itiv
e
an
d
n
eg
ativ
e
way
s
[
2
6
]
.
Po
s
itiv
e
ex
p
er
ien
ce
ca
n
en
h
a
n
ce
s
tu
d
en
ts
’
co
n
f
id
e
n
ce
an
d
m
o
tiv
at
io
n
wh
ich
lead
s
to
h
ig
h
er
lev
els
o
f
ac
h
ie
v
em
en
t
,
wh
ile
n
eg
ativ
e
ex
p
er
ie
n
ce
s
m
ay
ca
u
s
e
a
n
x
iety
an
d
d
is
en
g
ag
em
e
n
t
wh
ich
h
in
d
er
s
th
eir
ac
ad
em
ic
s
u
cc
e
s
s
.
I
n
th
e
s
p
ec
if
ic
co
n
tex
t
o
f
B
an
g
lad
esh
,
n
u
m
er
o
u
s
f
ac
to
r
s
,
in
clu
d
in
g
ag
e,
g
en
d
er
,
r
elig
i
o
n
,
p
ast
ac
ad
e
m
ic
tr
ac
k
,
an
d
s
o
cio
-
ec
o
n
o
m
ic
f
ac
to
r
s
,
h
av
e
b
ee
n
i
d
en
tifie
d
as
in
f
lu
e
n
ce
r
s
o
f
ac
ad
em
ic
ac
h
iev
em
en
t
[
2
7
]
–
[
2
9
]
.
Ho
wev
e
r
,
th
e
r
o
le
o
f
s
tu
d
en
ts
’
attitu
d
es
to
war
d
s
ass
ess
m
en
ts
r
em
ain
s
a
cr
u
cial
y
et
u
n
d
er
ex
p
l
o
r
ed
asp
ec
t
in
B
an
g
lad
esh
.
T
h
er
ef
o
r
e,
th
is
s
tu
d
y
aim
s
to
b
r
id
g
e
th
is
g
ap
b
y
i
n
v
esti
g
atin
g
s
tu
d
en
ts
’
attitu
d
e
to
war
d
s
ass
ess
m
en
t
an
d
its
r
elatio
n
s
h
i
p
with
th
eir
ac
a
d
em
ic
ac
h
ie
v
e
m
en
t.
T
h
e
s
tu
d
y
is
f
o
cu
s
ed
o
n
th
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
s
:
-
W
h
at
is
th
e
o
v
er
all
attitu
d
e
o
f
th
e
s
tu
d
en
ts
to
war
d
s
th
e
ass
ess
m
en
t p
r
ac
tice
o
f
h
ig
h
er
ed
u
ca
tio
n
?
-
W
h
at
is
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
tu
d
en
ts
’
attitu
d
e
to
war
d
s
ass
es
s
m
en
t a
n
d
th
eir
ac
ad
e
m
ic
ac
h
iev
em
en
t?
-
W
h
at
f
ac
to
r
s
co
n
tr
i
b
u
te
in
d
ev
elo
p
in
g
m
o
r
e
p
o
s
itiv
e
o
r
n
eg
ativ
e
attitu
d
e
o
f
th
e
s
tu
d
en
ts
to
war
d
s
ass
es
s
m
en
t?
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h a
pp
ro
a
ch
a
nd
des
ig
n
T
h
e
o
v
er
all
attitu
d
e
o
f
ter
tiar
y
lev
el
s
tu
d
en
ts
to
war
d
s
ass
e
s
s
m
en
t,
an
d
its
r
elatio
n
s
h
ip
with
th
eir
ac
ad
em
ic
ac
h
iev
em
en
t
wer
e
m
ea
s
u
r
ed
u
s
in
g
a
q
u
a
n
titativ
e
ap
p
r
o
ac
h
.
T
h
e
s
tu
d
y
also
aim
ed
at
u
n
d
er
s
tan
d
in
g
wh
y
th
ese
s
tu
d
en
ts
p
o
s
s
ess
a
m
o
r
e
p
o
s
itiv
e
o
r
n
eg
ativ
e
attitu
d
e
to
war
d
s
ass
ess
m
en
t
wh
ich
r
e
q
u
ir
ed
a
q
u
alitativ
e
ap
p
r
o
ac
h
t
o
in
q
u
ir
e
in
d
ep
t
h
s
u
b
jectiv
e
e
x
p
er
ie
n
ce
o
f
th
e
s
tu
d
en
ts
.
T
h
er
ef
o
r
e,
we
u
s
ed
a
m
ix
ed
m
eth
o
d
ap
p
r
o
ac
h
f
o
r
th
is
r
esear
ch
[
3
0
]
,
[
3
1
]
.
As
th
e
s
tu
d
en
ts
f
o
r
th
e
in
ter
v
iew
wer
e
s
elec
ted
f
r
o
m
two
d
if
f
er
en
t
ca
teg
o
r
ies
(
s
tu
d
en
ts
s
h
o
win
g
m
o
s
t
p
o
s
itiv
e
a
n
d
m
o
s
t
n
eg
ativ
e
attitu
d
e)
wh
ich
was
id
en
tifie
d
b
ased
o
n
th
e
q
u
an
titativ
e
d
ata
co
lle
cted
,
th
e
s
tu
d
y
f
o
llo
wed
s
eq
u
en
tial
ex
p
lan
ato
r
y
m
ix
e
d
m
et
h
o
d
r
esear
ch
wh
er
e
q
u
an
titativ
e
d
ata
wer
e
co
llect
ed
an
d
a
n
aly
ze
d
in
t
h
e
f
ir
s
t
p
h
ase
an
d
th
e
n
f
u
r
th
er
b
u
ilt
o
n
q
u
alitativ
e
d
at
a
co
llectio
n
an
d
a
n
aly
s
is
as th
e
2
n
d
p
h
ase
[
3
2
]
.
2
.
2
.
Resea
rc
h pa
rt
icipa
nts
I
n
th
e
y
ea
r
o
f
d
ata
c
o
llectio
n
,
th
er
e
wer
e
t
o
tal
4
5
0
u
n
d
er
g
r
a
d
u
ate
s
tu
d
en
ts
(
in
th
r
ee
co
h
o
r
t
s
o
r
y
ea
r
s
)
an
d
1
5
0
g
r
a
d
u
ate
s
tu
d
e
n
ts
.
T
h
e
p
o
wer
ca
lcu
latio
n
f
o
r
s
am
p
l
e
s
ize
s
h
o
ws
th
at
we
n
ee
d
2
0
7
u
n
d
er
g
r
a
d
u
ate
a
n
d
1
0
3
g
r
a
d
u
ate
s
tu
d
en
ts
.
W
e
in
v
ited
to
tal
2
5
0
u
n
d
er
g
r
ad
u
ate
an
d
8
7
g
r
a
d
u
ate
s
tu
d
en
ts
to
p
ar
ticip
ate
in
th
e
s
tu
d
y
.
A
to
tal
o
f
1
6
2
s
tu
d
en
ts
f
r
o
m
4
co
h
o
r
ts
r
esp
o
n
d
e
d
d
e
p
ictin
g
th
eir
attitu
d
e
to
war
d
s
as
s
ess
m
en
t
th
at
th
ey
ex
p
er
ien
ce
d
in
th
eir
ed
u
ca
tio
n
al
in
s
titu
tio
n
.
T
h
o
u
g
h
th
e
s
am
p
le
s
ize
is
s
m
all
co
m
p
ar
ed
to
th
e
p
o
p
u
latio
n
s
ize,
th
e
s
p
ec
if
ic
lo
ca
tio
n
o
f
th
e
p
o
p
u
latio
n
(
o
n
e
in
s
titu
te
in
a
p
u
b
lic
u
n
iv
er
s
ity
)
m
ig
h
t
h
av
e
d
ec
r
ea
s
ed
th
e
v
ar
iab
ilit
y
in
th
e
s
am
p
le.
Du
e
to
r
eso
u
r
ce
an
d
tim
e
co
n
s
tr
ain
ts
,
th
is
was
th
e
n
u
m
b
er
o
f
r
e
s
ea
r
ch
p
ar
ticip
an
ts
we
co
u
ld
in
clu
d
e.
Ho
wev
er
,
t
h
e
s
am
p
le
s
ize
r
u
le
o
f
th
u
m
b
s
h
o
ws
th
at
y
o
u
s
h
o
u
ld
co
llect
a
m
in
im
u
m
o
f
3
0
d
ata
p
o
i
n
ts
f
o
r
ea
ch
g
r
o
u
p
f
o
r
co
n
tin
u
o
u
s
d
ata
a
n
d
5
0
f
o
r
att
r
ib
u
te
d
ata
[
3
3
]
.
T
ab
le
1
s
h
o
w
s
th
e
d
em
o
g
r
ap
h
ics
o
f
th
e
p
ar
ticip
a
n
ts
.
B
ased
o
n
s
tu
d
en
ts
’
s
co
r
es
o
f
attitu
d
es
to
war
d
s
ass
ess
m
en
t,
we
id
e
n
tifie
d
s
ix
s
tu
d
e
n
ts
:
th
r
ee
with
a
v
er
y
p
o
s
itiv
e
attitu
d
e
an
d
th
r
ee
with
a
v
er
y
n
e
g
ativ
e
attitu
d
e.
T
h
e
h
ig
h
est
an
d
lo
west
s
co
r
e
o
f
th
e
m
ea
n
attitu
d
e
s
co
r
e
t
o
war
d
s
a
s
s
es
s
m
en
t
was
4
.
1
4
an
d
1
.
7
2
.
T
h
e
p
a
r
ticip
an
ts
f
o
r
in
ter
v
iew
wer
e
s
elec
ted
f
r
o
m
o
u
ts
id
e
o
f
+2
SD a
n
d
-
2
SD o
f
th
e
m
ea
n
d
is
tr
ib
u
tio
n
.
T
ab
le
1
.
R
esp
o
n
d
e
n
t’
s
p
r
o
f
ile
Le
v
e
l
G
e
n
d
e
r
To
t
a
l
M
a
l
e
F
e
mal
e
U
n
d
e
r
g
r
a
d
u
a
t
e
s
t
u
d
e
n
t
s
59
49
1
0
8
G
r
a
d
u
a
t
e
s
t
u
d
e
n
t
s
33
21
54
To
t
a
l
92
70
1
6
2
2
.
3
.
I
ns
t
rum
ent
f
o
r
da
t
a
co
ll
ec
t
io
n
Qu
an
titativ
e
d
ata
wer
e
c
o
llected
u
s
in
g
a
q
u
esti
o
n
n
air
e.
T
h
e
r
e
wer
e
two
p
ar
ts
in
th
e
q
u
es
tio
n
n
air
e.
T
h
e
f
ir
s
t
p
ar
t
in
clu
d
e
d
q
u
esti
o
n
s
r
elate
d
to
d
em
o
g
r
ap
h
ic
v
ar
iab
les:
g
en
d
e
r
,
le
v
el
o
f
s
tu
d
y
(
u
n
d
er
g
r
ad
u
ate
o
r
g
r
ad
u
ate)
,
an
d
c
u
m
u
lativ
e
g
r
a
d
e
p
o
in
t
a
v
er
ag
e
(
C
GPA)
.
T
h
e
s
ec
o
n
d
p
ar
t
was
an
attitu
d
e
s
ca
le
d
ev
elo
p
e
d
b
y
th
e
r
esear
ch
er
s
to
y
ield
a
s
co
r
e
in
d
icatin
g
th
e
d
ir
ec
tio
n
an
d
in
ten
s
ity
o
f
th
e
in
d
iv
id
u
al’
s
attitu
d
e
[
3
4
]
.
Ou
r
sc
ale
co
n
s
is
ted
o
f
3
6
s
tatem
en
ts
,
o
r
g
an
ize
d
in
to
n
in
e
d
if
f
er
en
t
co
n
ce
p
ts
i.e
.
,
class
r
o
o
m
ass
ess
m
en
t,
clas
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
S
tu
d
en
ts
’
a
ttit
u
d
e
to
w
a
r
d
s
a
s
s
ess
men
t,
its
r
ela
tio
n
w
ith
th
eir
a
ca
d
emic
…
(
A
h
ma
d
Ulla
h
A
l A
z
a
d
)
4079
test
/in
-
co
u
r
s
e
ex
am
,
ass
ig
n
m
en
t,
p
r
ac
tical
e
x
am
,
in
ter
n
s
h
ip
,
s
em
ester
f
in
al
ex
a
m
,
en
d
o
f
th
e
y
ea
r
v
iv
a,
f
air
n
ess
o
f
ass
ess
m
en
t,
an
d
o
v
er
all
attitu
d
e
to
war
d
s
ass
ess
m
en
t.
T
h
e
f
ir
s
t
s
ev
en
o
f
t
h
ese
s
ec
tio
n
s
ar
e
s
p
ec
if
ically
r
elate
d
to
d
if
f
er
e
n
t
ass
ess
m
en
t
ty
p
es
o
f
th
e
s
p
ec
if
ic
h
ig
h
er
e
d
u
ca
tio
n
in
s
titu
tio
n
o
f
th
e
s
tu
d
en
ts
wh
o
wer
e
th
e
r
esear
ch
p
ar
tici
p
an
ts
.
T
h
e
last
two
wer
e
g
e
n
e
r
al
co
n
ce
p
ts
o
n
ass
ess
m
en
t.
T
h
e
s
tatem
en
ts
wer
e
f
u
lly
an
ch
o
r
ed
in
to
a
f
iv
e
-
p
o
in
t
s
ca
le:
s
tr
o
n
g
ly
d
is
ag
r
ee
,
d
is
ag
r
ee
,
n
eu
tr
al,
ag
r
ee
,
an
d
s
tr
o
n
g
ly
ag
r
ee
.
T
h
e
lan
g
u
ag
e
u
s
ed
was
B
an
g
la,
wh
ich
was
th
e
n
ativ
e
la
n
g
u
ag
e
o
f
t
h
e
r
esear
ch
p
ar
ticip
a
n
ts
.
T
h
e
r
eliab
ilit
y
s
tatis
t
ics
o
f
th
is
s
ca
le
m
ea
s
u
r
ed
th
r
o
u
g
h
C
r
o
n
b
ac
h
’
s
alp
h
a,
u
s
in
g
th
e
co
llected
d
ata,
wer
e
h
ig
h
(
α
=
0
.
8
7
)
.
T
h
is
in
d
icate
s
th
at
th
e
d
if
f
er
e
n
t
s
ets
o
f
item
s
ar
e
h
ig
h
ly
c
o
n
s
is
ten
t.
T
h
e
item
s
o
f
th
is
s
ca
le
wer
e
r
ev
iewe
d
b
y
two
ass
es
s
m
en
t
ex
p
er
ts
to
en
s
u
r
e
th
e
v
alid
ity
o
f
th
e
s
ca
le.
B
esid
es,
th
e
s
ca
le
wa
s
p
ilo
t
test
ed
am
o
n
g
1
0
p
ar
ticip
an
ts
o
f
th
e
p
o
p
u
latio
n
b
ef
o
r
e
f
in
alizin
g
th
e
t
o
o
l.
W
e
u
s
ed
in
-
d
ep
t
h
in
ter
v
iews to
in
v
esti
g
ate
th
e
f
ac
to
r
s
th
at
in
f
lu
en
ce
d
s
tu
d
en
ts
to
p
o
s
s
ess
a
h
ig
h
ly
p
o
s
itiv
e
o
r
n
eg
ativ
e
attitu
d
e
to
war
d
s
th
e
ass
es
s
m
en
t
o
f
th
eir
in
s
titu
tio
n
.
C
o
n
s
en
ts
wer
e
tak
en
b
ef
o
r
e
co
llectin
g
d
ata.
T
h
e
in
ter
v
iew
q
u
esti
o
n
s
wer
e
also
v
alid
ated
th
r
o
u
g
h
ex
p
er
t r
e
v
iew
an
d
was p
ilo
ted
b
ef
o
r
e
u
s
in
g
.
2
.
4
.
Da
t
a
a
na
ly
s
is
T
h
e
to
tal
m
ea
n
s
co
r
e
f
o
r
th
e
s
ca
le,
an
d
s
ec
tio
n
wis
e
m
ea
n
wer
e
ca
lcu
lated
.
Sp
ea
r
m
a
n
co
ef
f
icien
t
o
f
co
r
r
elatio
n
was
ca
lcu
lated
to
m
ea
s
u
r
e
th
e
co
r
r
elatio
n
b
etwe
en
s
tu
d
en
ts
’
attitu
d
e
to
war
d
s
a
s
s
es
s
m
en
t
an
d
th
ei
r
ac
ad
em
ic
ac
h
iev
em
en
t,
as
b
o
t
h
ar
e
co
n
tin
u
o
u
s
v
ar
iab
les
[
3
3
]
.
I
n
f
e
r
en
tial
s
tatis
tic
s
wer
e
u
s
ed
to
s
ee
if
th
er
e
ar
e
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
s
in
th
e
attitu
d
e
o
f
th
e
s
tu
d
en
ts
to
war
d
s
d
if
f
er
en
t
ty
p
es
o
f
ass
ess
m
en
t
an
d
b
ased
o
n
th
eir
d
em
o
g
r
ap
h
ic
v
ar
iab
les.
W
e
u
s
ed
th
em
atic
an
aly
s
is
t
o
d
ev
elo
p
co
d
es
an
d
th
em
es
em
er
g
in
g
f
r
o
m
t
h
e
q
u
al
i
tativ
e
d
ata
co
llected
[
3
5
]
.
2
.
5
.
L
im
it
a
t
io
ns
a
nd
delim
it
a
t
io
ns
o
f
t
he
s
t
ud
y
T
h
e
s
tu
d
y
c
o
llected
d
ata
f
r
o
m
th
e
s
tu
d
en
ts
o
f
o
n
ly
o
n
e
i
n
s
titu
tio
n
at
ter
tiar
y
lev
el
in
B
an
g
lad
esh
.
Ho
wev
er
,
th
e
n
u
m
b
er
o
f
r
es
ea
r
ch
p
ar
ticip
an
ts
was
b
ig
en
o
u
g
h
f
o
r
q
u
an
titativ
e
in
f
er
e
n
ce
s
.
B
ec
au
s
e
o
f
ex
p
lo
r
in
g
s
tu
d
en
ts
’
attitu
d
e
t
o
war
d
s
ass
ess
m
en
t
wi
th
in
o
n
e
ed
u
ca
tio
n
al
in
s
titu
tio
n
,
w
e
h
ad
th
e
s
co
p
e
to
p
r
ep
ar
e
an
attitu
d
e
s
ca
le
wh
ic
h
is
r
elev
a
n
t
to
th
eir
co
n
tex
t.
I
t
is
im
p
o
r
tan
t
as
th
e
attitu
d
e
is
b
u
ilt
u
p
b
ased
o
n
co
n
tex
tu
al
e
x
p
er
ien
ce
s
[
9
]
.
T
h
er
ef
o
r
e
,
i
t
was
ea
s
y
f
o
r
th
e
r
esear
ch
er
s
to
p
u
t
th
e
r
esear
ch
p
ar
ticip
an
ts
in
r
ea
l
co
n
tex
t
d
u
r
in
g
th
e
in
ter
v
iew
a
s
th
ey
all
h
ad
g
o
n
e
th
r
o
u
g
h
s
i
m
ilar
ass
ess
m
en
t
ex
p
er
ien
ce
s
.
Ho
wev
er
,
th
is
to
o
l
m
ay
n
o
t
b
e
u
s
ed
d
ir
ec
tly
to
m
ea
s
u
r
e
s
tu
d
en
ts
’
attitu
d
e
to
war
d
s
ass
es
s
m
en
t f
o
r
o
th
e
r
co
n
te
x
ts
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Student
s
’
a
t
t
it
ud
e
t
o
w
a
rds
a
s
s
e
s
s
m
ent
pra
ct
ice
T
h
e
attitu
d
e
s
co
r
e
was
d
iv
id
ed
in
to
f
iv
e
lev
els:
h
ig
h
ly
n
eg
ativ
e
(
1
-
1
.
8
0
)
,
n
e
g
ativ
e
(
1
.
8
1
-
2
.
6
0
)
,
n
eu
tr
al
(
2
.
6
1
-
3
.
4
0
)
,
p
o
s
itiv
e
(
3
.
4
1
-
4
.
2
0
)
,
a
n
d
h
i
g
h
ly
p
o
s
itiv
e
(
4
.
2
1
-
5
.
0
0
)
.
T
h
e
f
in
d
in
g
s
s
u
g
g
ested
th
at
o
v
er
all,
th
e
s
tu
d
en
ts
s
h
o
wed
a
n
eu
tr
al
attitu
d
e
to
war
d
s
ass
ess
m
en
t
(
M=
3
.
1
9
,
SD=0
.
4
4
)
.
T
ab
le
2
p
r
esen
ts
th
e
attitu
d
e
s
co
r
es
o
f
th
e
s
p
ec
if
ic
ty
p
es
o
f
ass
es
s
m
en
t
alo
n
g
with
o
v
er
all
attitu
d
e
s
co
r
e
o
f
m
ale
an
d
f
em
ale
s
tu
d
en
ts
.
I
t
also
p
r
esen
ts
th
e
p
v
alu
e
to
s
e
e
if
th
e
d
if
f
er
en
ce
b
etwe
en
m
ale
an
d
f
em
ale
s
tu
d
e
n
ts
’
attitu
d
es
ar
e
s
tatis
tically
s
ig
n
if
ican
t
o
r
n
o
t.
Am
o
n
g
th
e
d
if
f
er
en
t
t
y
p
es
o
f
ass
ess
m
en
t
p
r
ac
ticed
in
th
e
in
s
titu
tio
n
,
b
o
th
m
ale
(
M=
3
.
6
1
,
SD=0
.
6
4
)
a
n
d
f
em
ale
s
tu
d
e
n
ts
(
M=
3
.
6
3
;
SD=0
.
7
2
)
s
h
o
w
ed
m
o
r
e
p
o
s
itiv
e
attitu
d
es
t
o
war
d
s
‘
class
r
o
o
m
ass
es
s
m
en
t’
co
m
p
a
r
ed
to
o
th
e
r
ty
p
es
o
f
ass
ess
m
en
t
p
r
ac
tices
in
th
eir
in
s
titu
tio
n
.
W
h
ile
f
e
m
ale
s
tu
d
en
ts
h
ad
a
p
o
s
itiv
e
attitu
d
e
to
war
d
s
‘
in
-
co
u
r
s
e
ex
am
’
(
M=
3
.
4
6
,
SD=
0
.
7
2
)
,
m
ale
s
tu
d
en
ts
s
h
o
wed
a
n
eu
tr
al
attitu
d
e
(
M=
3
.
3
3
,
SD=0
.
8
5
)
to
war
d
s
it.
I
n
ter
m
s
o
f
‘
ass
ig
n
m
en
t’
,
‘
p
r
ac
tical/lab
o
r
ato
r
y
’
,
‘
in
ter
n
s
h
ip
’
,
‘
s
em
ester
f
in
al’
,
‘
y
ea
r
-
en
d
v
iv
a’
,
‘
f
air
n
ess
in
a
s
s
es
s
m
en
t’
,
an
d
‘
o
v
er
all
in
s
titu
tes
ass
es
s
m
en
t’
b
o
th
m
ale
a
n
d
f
e
m
ale
s
tu
d
en
ts
ex
h
ib
ited
a
n
eu
tr
al
attitu
d
e
t
o
war
d
s
th
e
ass
ess
m
en
t
s
y
s
te
m
in
th
eir
in
s
titu
tio
n
.
A
d
d
itio
n
ally
,
th
e
f
in
d
in
g
s
r
ev
ea
led
a
s
tatis
tical
ly
s
ig
n
if
i
ca
n
t
d
if
f
er
en
ce
b
etwe
en
m
ale
an
d
f
em
ale
s
tu
d
en
ts
’
attitu
d
e
in
‘
co
m
p
r
eh
e
n
s
iv
e
ex
am
’
(
t=
-
2
.
3
1
,
p
=0
.
0
2
;
p
<0
.
0
5
)
an
d
‘
f
air
n
ess
in
ass
es
s
m
en
t’
(
t=
-
2
.
5
9
,
p
=
0
.
0
1
;
p
<0
.
0
5
)
.
T
-
t
est
a
n
a
ly
s
is
was
c
o
n
d
u
cte
d
to
ass
ess
w
h
et
h
e
r
t
h
e
r
e
we
r
e
s
i
g
n
if
ic
an
t d
i
f
f
e
r
e
n
c
es in
t
h
e
o
v
er
all
m
ea
n
s
co
r
es
o
f
s
t
u
d
e
n
ts
c
o
n
c
er
n
i
n
g
th
e
ir
att
it
u
d
e
t
o
wa
r
d
s
ass
ess
m
en
t
p
r
a
cti
ce
b
as
ed
o
n
t
h
e
ir
g
e
n
d
e
r
a
n
d
ac
a
d
e
m
ic
lev
el
.
T
ab
le
3
r
e
v
ea
ls
t
h
at
th
e
r
e
w
er
e
n
o
s
t
atis
tic
all
y
s
i
g
n
i
f
i
ca
n
t
d
i
f
f
er
en
ce
s
in
t
h
e
s
t
u
d
e
n
ts
’
o
v
er
all
att
it
u
d
e
to
w
ar
d
s
ass
ess
m
e
n
t
i
n
t
er
m
s
o
f
g
e
n
d
e
r
(
t=
-
1
.
1
0
,
p
=
2
.
7
2
;
p
>0
.
0
5
)
.
Si
m
il
ar
l
y
,
t
h
er
e
w
as
n
o
s
i
g
n
if
ic
an
t
d
i
f
f
er
e
n
ce
in
at
tit
u
d
e
t
o
wa
r
d
s
ass
ess
m
e
n
t
b
as
ed
o
n
t
h
e
ir
a
ca
d
e
m
i
c
le
v
el
(
t=
-
1
.
7
9
,
p
=
0
.
0
7
;
p
>
0
.
0
5
)
.
3
.
2
.
Rela
t
io
ns
hip
bet
wee
n
s
t
ud
ent
s
’
a
t
t
it
ud
e
t
o
wa
rds
a
s
s
ess
m
ent
a
nd
t
heir
a
ca
dem
ic
a
chiev
em
ent
T
h
e
f
in
d
in
g
s
in
T
ab
le
4
r
e
v
ea
l
a
p
o
s
itiv
e
b
u
t
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I
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2
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I
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t
J
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14
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5
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Octo
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20
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Dif
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to
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ass
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;
teac
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in
b
u
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in
g
s
tu
d
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ts
’
attitu
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e.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
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th
eir
a
ca
d
emic
…
(
A
h
ma
d
Ulla
h
A
l A
z
a
d
)
4081
3
.
3
.
1
.
Ass
ess
m
ent
po
licy
a
nd
s
t
ruct
ure
Stu
d
en
ts
wh
o
h
a
d
a
m
o
r
e
p
o
s
itiv
e
attitu
d
e
to
war
d
s
ass
ess
m
en
t
f
o
c
u
s
ed
m
o
s
tly
o
n
th
e
b
r
o
ad
p
o
lic
y
an
d
s
tr
u
ctu
r
e
o
f
ass
ess
m
en
t.
T
h
e
f
in
d
in
g
s
p
r
esen
ted
o
n
T
a
b
le
5
s
u
m
m
ar
ize
th
e
f
ac
to
r
s
r
elate
d
to
ass
ess
m
en
t
p
o
licy
an
d
s
tr
u
ct
u
r
e
o
f
t
h
e
in
s
titu
tio
n
s
ep
ar
ately
co
n
tr
ib
u
tin
g
to
s
tu
d
en
ts
’
b
o
th
p
o
s
itiv
e
an
d
n
eg
ativ
e
attitu
d
e.
On
th
e
s
am
e
m
atter
o
r
is
s
u
e
,
s
o
m
e
s
tu
d
en
ts
co
u
n
ted
p
o
s
itiv
e
asp
ec
ts
o
f
th
e
m
atter
,
an
d
s
o
m
e
c
o
u
n
te
d
n
eg
ativ
e
asp
ec
ts
cr
itically
an
aly
zin
g
th
e
u
n
d
er
ly
in
g
p
o
licy
an
d
p
r
ac
tice
r
elate
d
d
is
cr
ep
an
cies.
Fo
r
ex
am
p
le,
th
e
s
tu
d
en
ts
wh
o
h
av
e
a
m
o
r
e
p
o
s
itiv
e
attitu
d
e
to
war
d
s
as
s
ess
m
en
t
ap
p
r
ec
iated
th
at
th
eir
in
s
titu
tio
n
h
as
a
p
u
b
lis
h
ed
a
n
d
ac
ce
s
s
ib
le
cu
r
r
icu
lu
m
.
Ho
we
v
er
,
th
e
s
tu
d
e
n
ts
with
a
n
eg
ativ
e
attitu
d
e
t
o
war
d
s
ass
ess
m
en
t
th
in
k
th
at
th
e
ass
ess
m
en
t
s
tr
u
ctu
r
e
is
n
o
t
clea
r
an
d
o
p
e
n
en
o
u
g
h
.
Z
a
r
if
a
s
aid
,
“
e
a
ch
tea
ch
e
r
s
h
o
u
ld
g
ive
ex
a
ct
id
ea
s
a
b
o
u
t
a
ll
a
s
s
ess
men
t
a
ctivities
s
u
ch
a
s
a
s
s
ig
n
men
ts
w
it
h
r
u
b
r
ics
b
efo
r
eh
a
n
d
.
R
a
r
ely
a
n
y
o
f
th
e
tea
ch
ers
h
a
ve
g
iven
u
s
s
u
ch
clea
r
id
ea
s
o
n
a
ll
a
s
s
ess
men
t
a
ctivitie
s
a
n
d
tea
ch
er
ex
p
ec
ta
tio
n
s
a
lig
n
ed
w
ith
p
o
s
s
ib
le
ma
r
ks to
th
em
w
h
ich
ca
n
g
u
id
e
o
u
r
lea
r
n
in
g
.
”
T
h
o
u
g
h
all
s
tu
d
en
ts
ap
p
r
ec
iated
th
at
th
er
e
ar
e
p
r
o
v
is
io
n
s
o
f
d
if
f
er
en
t
ty
p
es
o
f
ass
ess
m
en
t
m
eth
o
d
s
s
u
ch
as
ess
ay
ty
p
e,
m
u
ltip
le
ch
o
ice
q
u
esti
o
n
s
(
MCQ
)
,
p
r
ac
t
ical,
an
d
ass
ig
n
m
en
ts
,
s
o
m
e
s
tu
d
en
ts
with
m
o
r
e
n
eg
ativ
e
attitu
d
e
t
o
war
d
s
ass
ess
m
en
t
to
ld
th
at
m
o
s
t
o
f
th
e
task
s
ar
e
p
ap
er
-
p
en
cil
b
ased
ass
ess
m
en
t,
an
d
th
er
e
is
v
er
y
litt
le
s
co
p
e
cr
ea
ted
b
y
f
ew
teac
h
er
s
to
in
v
o
lv
e
s
tu
d
en
ts
in
m
ea
n
in
g
f
u
l
ass
ess
m
en
t
ex
p
er
ien
ce
s
wh
ich
ar
e
b
ased
o
n
r
ea
l
life
p
r
o
b
lem
s
o
lv
in
g
,
ex
p
er
ien
tial
,
an
d
au
t
h
en
tic.
On
e
p
o
s
itiv
e
asp
ec
t
ab
o
u
t
th
e
ass
ess
m
en
t
o
f
th
e
in
s
titu
tio
n
was
m
en
tio
n
ed
as
th
e
ass
ess
m
en
t
-
ac
tiv
ities
ar
e
s
p
r
ea
d
th
r
o
u
g
h
o
u
t
th
e
w
h
o
le
s
em
ester
.
R
ih
a
th
in
k
s
,
“
t
h
ese
fo
r
ma
tive
a
s
s
ess
men
ts
g
ive
s
tu
d
en
ts
flexib
ilit
y
in
le
a
r
n
in
g
a
n
d
h
a
vin
g
mo
r
e
ch
a
n
ce
s
fo
r
g
ettin
g
g
o
o
d
g
r
a
d
es
.
”
Ho
wev
er
,
Nav
i
d
b
eliev
es,
“
t
h
ese
ex
a
ms
a
r
e
n
o
t
a
ctu
a
lly
fo
r
ma
tive
a
s
s
ess
men
ts
a
s
mo
s
t
o
f
th
e
tea
ch
ers
d
o
n
o
t
p
u
b
lis
h
th
e
r
esu
lts
o
f
th
ese
a
s
s
e
s
s
men
t
ta
s
ks
o
n
time
a
n
d
ev
en
if
th
ey
d
o
,
th
ey
d
o
n
o
t
g
ive
feed
b
a
ck
a
n
d
g
u
id
a
n
ce
fo
r
o
u
r
lea
r
n
in
g
.
”
T
ab
le
5
.
Po
licy
r
elate
d
f
ac
to
r
s
th
at
co
n
tr
ib
u
te
i
n
d
ev
elo
p
in
g
s
tu
d
en
ts
’
attitu
d
e
to
war
d
s
ass
ess
m
en
t
F
a
c
t
o
r
s c
o
n
t
r
i
b
u
t
i
n
g
t
o
p
o
s
i
t
i
v
e
a
t
t
i
t
u
d
e
F
a
c
t
o
r
s c
o
n
t
r
i
b
u
t
i
n
g
t
o
n
e
g
a
t
i
v
e
a
t
t
i
t
u
d
e
1.
F
i
x
e
d
s
t
r
u
c
t
u
r
e
a
n
d
n
u
mb
e
r
o
f
d
i
st
r
i
b
u
t
i
o
n
s
o
f
a
ssessm
e
n
t
i
n
c
u
r
r
i
c
u
l
u
m
2.
P
r
o
v
i
si
o
n
s
o
f
d
i
f
f
e
r
e
n
t
t
y
p
e
s
o
f
a
ss
e
ss
men
t
3.
S
c
o
p
e
o
f
a
ss
e
ssi
n
g
s
k
i
l
l
s
f
r
o
m d
i
f
f
e
r
e
n
t
d
o
m
a
i
n
s
i
n
c
l
u
d
i
n
g
h
i
g
h
e
r
o
r
d
e
r
l
e
a
r
n
i
n
g
4.
P
r
o
v
i
si
o
n
o
f
f
o
r
ma
t
i
v
e
a
ss
e
ssm
e
n
t
a
l
o
n
g
w
i
t
h
su
mm
a
t
i
v
e
5.
U
n
i
q
u
e
c
o
mp
o
n
e
n
t
s
i
n
a
ssessm
e
n
t
st
r
u
c
t
u
r
e
su
c
h
a
s i
n
t
e
r
n
s
h
i
p
,
y
e
a
r
,
a
n
d
v
i
v
a
-
v
o
c
e
6.
F
l
e
x
i
b
i
l
i
t
y
:
f
o
r
e
x
a
mp
l
e
,
i
n
l
a
n
g
u
a
g
e
f
o
r
r
e
sp
o
n
d
i
n
g
t
o
t
h
e
a
ssess
me
n
t
t
a
s
k
7.
F
l
e
x
i
b
i
l
i
t
y
f
o
r
t
h
e
s
p
e
c
i
a
l
n
e
e
d
st
u
d
e
n
t
s
1.
A
ssessme
n
t
sy
s
t
e
m
n
o
t
o
p
e
n
a
n
d
c
l
e
a
r
,
a
n
d
t
h
e
r
e
i
s
n
o
f
o
l
l
o
w
-
up
2.
S
t
i
l
l
t
h
e
p
r
o
v
i
s
i
o
n
s
f
o
c
u
s
mo
r
e
o
n
p
a
p
e
r
-
p
e
n
c
i
l
t
e
s
t
s
3.
N
o
st
a
n
d
a
r
d
m
o
d
e
r
a
t
i
o
n
s
y
st
e
m
4.
N
o
a
c
c
o
u
n
t
a
b
i
l
i
t
y
o
f
t
e
a
c
h
e
r
s
;
N
o
p
r
o
v
i
si
o
n
f
o
r
t
e
a
c
h
e
r
e
v
a
l
u
a
t
i
o
n
b
y
t
h
e
st
u
d
e
n
t
s
5.
N
o
t
e
n
o
u
g
h
s
c
o
p
e
o
f
e
x
p
e
r
i
e
n
c
e
-
b
a
se
d
a
ssessm
e
n
t
l
i
k
e
i
n
t
e
r
n
sh
i
p
a
n
d
p
r
a
c
t
i
c
u
m
6.
R
e
d
u
c
i
n
g
f
l
e
x
i
b
i
l
i
t
y
i
n
a
sse
ssm
e
n
t
:
r
e
d
u
c
i
n
g
t
o
2
i
n
-
c
o
u
r
se
e
x
a
ms
i
n
s
t
e
a
d
o
f
p
r
e
v
i
s
i
o
n
o
f
3
7.
S
p
e
c
i
a
l
n
e
e
d
st
u
d
e
n
t
s’
a
ssessm
e
n
t
p
r
o
v
i
s
i
o
n
s
a
r
e
n
o
t
f
l
e
x
i
b
l
e
e
n
o
u
g
h
8.
S
t
u
d
e
n
t
s
a
r
e
n
o
t
i
n
v
o
l
v
e
d
i
n
a
ssess
men
t
d
i
sc
u
ssi
o
n
s
r
e
l
a
t
e
d
t
o
p
o
l
i
c
y
a
n
d
p
r
a
c
t
i
c
e
9.
A
d
mi
n
i
s
t
r
a
t
i
o
n
f
r
i
e
n
d
l
y
a
ss
e
ssm
e
n
t
s
y
st
e
m,
n
o
t
st
u
d
e
n
t
s
o
r
l
e
a
r
n
i
n
g
f
r
i
e
n
d
l
y
Stu
d
en
ts
with
p
o
s
itiv
e
attitu
d
es
tr
ea
s
u
r
ed
th
at
th
ey
h
av
e
th
e
s
co
p
e
to
ex
h
ib
it
d
if
f
e
r
en
t
ty
p
es
an
d
lev
els o
f
s
k
ills
m
ea
s
u
r
in
g
d
if
f
er
en
t le
v
els o
f
s
k
ills
s
u
ch
as c
o
m
p
r
eh
e
n
s
io
n
,
an
aly
s
is
,
an
d
c
r
ea
tio
n
.
C
o
n
v
er
s
ely
,
Ash
o
k
th
in
k
s
“
th
o
u
g
h
th
ere
a
r
e
d
iffer
en
t
typ
es
o
f
a
s
s
ess
men
t
meth
o
d
s
u
s
ed
,
mo
s
t
o
f
t
h
ese
fo
cu
s
o
n
lo
w
er
o
r
d
er
lea
r
n
in
g
s
u
ch
a
s
mem
o
r
iz
a
tio
n
a
n
d
co
mp
r
eh
e
n
s
io
n
.
Hig
h
er
o
r
d
er
lea
r
n
in
g
s
u
ch
a
s
crea
tio
n
a
n
d
ev
a
lu
a
tio
n
a
r
e
mea
s
u
r
ed
r
a
r
ely
th
r
o
u
g
h
th
e
a
s
s
ess
men
t
p
r
o
ce
s
s
.
”
T
h
o
u
g
h
s
o
m
e
s
tu
d
en
ts
m
en
tio
n
ed
s
o
m
e
u
n
iq
u
e
f
ea
tu
r
es
o
f
ass
ess
m
en
t
o
f
th
is
h
ig
h
e
r
ed
u
ca
tio
n
in
s
titu
tio
n
s
u
ch
as
in
ter
n
s
h
ip
an
d
p
r
ac
tical
ass
es
s
m
en
t
(
s
u
ch
as
lan
g
u
ag
e
s
p
ea
k
in
g
t
ests
)
,
s
o
m
e
s
tu
d
en
ts
wer
e
n
o
t
s
atis
f
ied
as
th
ey
th
in
k
th
at
th
ese
ar
e
a
s
m
all
f
r
ac
tio
n
o
f
th
eir
to
tal
ass
ess
m
en
t e
x
p
er
ien
ce
.
On
a
p
o
s
itiv
e
n
o
te,
s
tu
d
e
n
ts
d
ep
icted
th
e
ass
ess
m
en
t
s
y
s
te
m
as
in
clu
s
iv
e
an
d
f
r
ie
n
d
ly
t
o
s
tu
d
en
ts
with
d
is
ab
ilit
ies
as
s
tu
d
en
ts
with
s
p
ec
ial
n
ee
d
s
g
et
ex
tr
a
t
im
e
d
u
r
i
n
g
th
e
ex
am
.
I
n
co
n
t
r
ast,
o
th
er
s
tu
d
en
ts
b
eliev
e
th
at
g
iv
in
g
s
tu
d
en
ts
o
n
ly
ex
tr
a
tim
e
is
n
o
t
alwa
y
s
h
elp
f
u
l.
T
h
e
v
is
u
ally
im
p
air
e
d
s
tu
d
en
ts
h
av
e
to
s
it
th
eir
ex
am
with
wr
iter
s
w
h
o
m
th
ey
n
ee
d
to
f
in
d
an
d
b
r
in
g
with
th
e
m
;
th
is
m
a
k
es
th
ei
r
life
v
er
y
s
tr
ess
f
u
l
b
ef
o
r
e
th
e
ex
am
.
I
n
a
s
im
ilar
m
an
n
er
th
o
u
g
h
s
o
m
e
s
tu
d
en
ts
to
o
k
it
p
o
s
itiv
ely
th
at
th
e
s
tu
d
en
ts
h
av
e
th
e
f
r
ee
d
o
m
to
r
esp
o
n
d
to
th
e
q
u
esti
o
n
s
in
ex
am
in
atio
n
eith
e
r
in
E
n
g
lis
h
o
r
B
an
g
la,
o
th
er
s
tu
d
en
ts
f
elt
t
h
at
f
o
r
th
is
p
o
licy
,
th
e
s
tu
d
en
ts
g
r
o
w
p
r
o
f
icien
cy
n
o
t
in
b
o
th
lan
g
u
ag
es
b
u
t
o
n
ly
in
o
n
e
p
r
ef
er
r
ed
lan
g
u
ag
e
wh
ic
h
m
ay
af
f
ec
t th
eir
p
er
f
o
r
m
a
n
ce
i
n
f
u
tu
r
e
em
p
lo
y
m
en
t.
All
th
r
e
e
s
tu
d
en
ts
also
attr
ib
u
ted
th
e
clo
s
ed
an
d
ad
m
in
is
tr
at
io
n
f
r
ien
d
ly
ass
ess
m
en
t
to
th
e
n
eg
ativ
e
attitu
d
e
to
war
d
s
ass
ess
m
en
t.
T
h
ey
th
in
k
th
at
th
e
o
v
er
all
ass
es
s
m
en
t
s
y
s
tem
is
clo
s
ed
as
it
d
o
es
n
o
t
p
u
t
teac
h
er
s
ac
co
u
n
tab
le
f
o
r
wh
atev
er
th
e
y
d
o
r
eg
ar
d
i
n
g
ass
ess
m
en
t
wh
ich
h
as
m
ad
e
th
e
teac
h
er
s
cr
ea
te
a
ty
r
an
n
y
wh
er
e
th
ey
ca
n
d
o
wh
atev
er
th
e
y
wan
t
with
o
u
t
b
ein
g
ac
c
o
u
n
tab
le
b
y
th
e
s
y
s
tem
.
Ash
o
k
g
av
e
a
n
ex
am
p
le
,
“
s
o
metime
s
th
e
tea
ch
ers
p
u
t
u
s
in
tr
eme
n
d
o
u
s
s
tr
es
s
a
s
th
ey
d
ec
id
e
o
n
d
iffer
en
t
s
u
b
mis
s
io
n
d
ea
d
lin
es
w
h
ich
a
r
e
ve
r
y
clo
s
e
to
our
fin
a
l
ex
a
min
a
tio
n
s
a
n
d
o
u
r
vo
ice
is
n
o
t
h
ea
r
d
.
”
I
n
th
is
r
eg
ar
d
,
th
e
y
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
4
0
7
6
-
408
7
4082
r
eg
r
etted
n
o
t
h
av
in
g
an
ev
al
u
atio
n
s
y
s
tem
f
o
r
s
tu
d
en
ts
to
e
v
alu
ate
teac
h
er
s
.
T
h
e
s
y
s
tem
also
d
o
es
n
o
t
cr
ea
te
an
y
s
co
p
e
f
o
r
t
h
e
s
tu
d
en
ts
to
b
e
in
v
o
lv
ed
in
a
n
y
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ialo
g
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e,
d
is
cu
s
s
io
n
an
d
p
o
licy
d
ec
is
io
n
m
ak
in
g
p
r
o
ce
s
s
r
eg
ar
d
in
g
ass
ess
m
en
t.
T
h
e
s
tu
d
en
ts
d
escr
ib
ed
t
h
e
s
y
s
tem
as
ad
m
in
is
tr
atio
n
f
r
ie
n
d
ly
as
th
e
d
ec
is
io
n
s
ar
e
m
ad
e
an
d
r
ev
is
ed
to
ea
s
e
ad
m
in
is
tr
ativ
e
lab
o
r
.
Fo
r
ex
am
p
le,
t
h
e
y
th
in
k
th
at
th
e
d
ec
is
io
n
o
f
h
av
in
g
less
f
r
e
q
u
en
t
test
s
is
a
d
ec
is
io
n
to
ea
s
e
ad
m
i
n
is
tr
ativ
e
wo
r
k
a
n
d
th
e
s
tu
d
e
n
ts
,
wh
o
wer
e
t
h
e
m
o
s
t
r
elev
an
t
s
tak
eh
o
ld
er
,
wer
e
n
o
t
in
v
o
lv
e
d
in
th
is
p
o
licy
ch
an
g
e
d
is
cu
s
s
io
n
.
T
h
e
s
tu
d
en
ts
th
in
k
th
at
m
o
s
t
o
f
th
e
teac
h
er
s
d
o
n
o
t
p
o
s
s
ess
an
y
p
o
s
itiv
e
attitu
d
e
to
war
d
s
th
em
an
d
th
eir
lea
r
n
in
g
; t
h
ey
m
o
s
tly
u
n
d
e
r
esti
m
ate
th
em
.
3
.
3
.
2
.
T
ea
cher
s
’
a
s
s
ess
m
ent
pra
ct
ice
I
t
was
ev
id
en
t
f
r
o
m
th
e
s
tu
d
en
ts
’
in
ter
v
iews
th
at
th
e
s
tu
d
en
ts
wh
o
h
eld
a
v
e
r
y
n
eg
ati
v
e
attitu
d
e
to
war
d
s
ass
es
s
m
en
t
m
o
s
tly
cr
iticized
th
e
teac
h
er
r
elate
d
f
ac
to
r
s
.
T
h
e
f
i
n
d
in
g
s
p
r
e
s
en
ted
o
n
T
ab
le
6
s
u
m
m
ar
ize
th
e
f
ac
to
r
s
r
elate
d
to
teac
h
er
p
r
ac
tice
th
at
ac
t
as
b
u
ild
in
g
b
l
o
ck
s
f
o
r
d
ev
elo
p
i
n
g
b
o
th
p
o
s
itiv
e
an
d
n
eg
ativ
e
attitu
d
es
o
f
th
e
s
tu
d
e
n
ts
.
T
h
e
o
n
ly
p
o
s
itiv
e
s
tatem
en
t r
elate
d
to
teac
h
er
s
was th
at
th
e
teac
h
er
s
ar
e
f
air
an
d
n
o
t
b
iased
i
n
th
eir
ass
ess
m
en
t
an
d
g
r
a
d
in
g
.
T
wo
o
f
th
e
s
tu
d
en
ts
to
ld
th
is
a
n
d
b
o
th
o
f
th
eir
C
GPAs
ar
e
ab
o
v
e
av
er
a
g
e.
A
ll
th
r
ee
s
tu
d
en
ts
h
o
ld
in
g
n
eg
ativ
e
attitu
d
es
s
tr
o
n
g
ly
alleg
ed
th
e
teac
h
er
s
to
b
e
b
iased
an
d
u
n
f
air
,
c
r
ea
tin
g
a
s
y
s
tem
th
at
s
y
s
tem
atica
lly
ex
clu
d
es
s
tu
d
en
ts
f
r
o
m
p
ar
ticip
atio
n
in
class
es
an
d
ass
ess
m
en
t.
B
o
th
s
tu
d
en
ts
ex
p
lain
ed
teac
h
er
s
’
‘
f
air
’
an
d
‘
u
n
f
air
’
ass
ess
m
en
t
b
eh
av
io
r
with
th
eir
p
er
s
o
n
al
ex
p
er
ien
ce
.
On
e
s
tu
d
en
t
d
escr
ib
ed
h
er
e
x
p
er
ie
n
ce
as,
“
w
h
en
I
g
o
t
a
d
mitted
in
th
is
in
s
titu
tio
n
,
I
w
a
s
n
o
t
s
u
r
e
if
th
e
tea
ch
ers
w
o
u
ld
b
e
fa
ir
en
o
u
g
h
o
r
n
o
t.
B
u
t
fr
o
m
th
e
ve
r
y
fi
r
s
t
ex
a
m,
I
fo
u
n
d
t
h
a
t
th
o
u
g
h
th
e
y
d
o
n
o
t
kn
o
w
me
p
ers
o
n
a
lly,
a
n
d
I
a
m
in
tr
o
ve
r
t,
I
s
co
r
ed
w
ell,
a
n
d
I
w
r
o
t
e
w
ell
in
my
ex
a
m
s
h
ee
t.
I
a
lw
a
ys
felt
th
a
t
th
e
tea
ch
ers
g
en
u
in
ely
r
ea
d
th
e
ex
a
m
p
a
p
ers
a
n
d
a
s
s
ig
n
ma
r
ks
a
cc
o
r
d
in
g
ly
.
”
On
th
e
o
th
e
r
h
an
d
,
o
n
e
s
tu
d
en
t
co
m
m
en
ted
t
h
at,
“
m
o
s
t
o
f
th
e
tea
ch
ers
a
r
e
b
ia
s
ed
.
Th
ey
g
i
ve
mo
r
e
ma
r
ks
to
th
e
s
tu
d
en
t
s
w
h
o
m
th
ey
like.
S
o
me
tea
ch
ers
o
ve
r
-
g
r
a
d
e
fema
le
s
tu
d
en
ts
.
I
n
a
g
r
o
u
p
p
r
o
je
ct
I
w
o
r
ke
d
r
ea
lly
h
a
r
d
.
B
u
t
t
h
e
tea
ch
er
g
a
ve
th
e
h
ig
h
est
ma
r
ks
to
th
e
g
ir
l
w
h
o
w
a
s
in
o
u
r
g
r
o
u
p
,
w
h
ich
w
a
s
to
ta
lly
u
n
fa
ir
a
s
s
h
e
d
id
n
o
t
w
o
r
k
h
a
r
d
in
th
e
p
r
o
ject
.
”
T
ab
le
6
.
T
ea
c
h
er
r
elate
d
f
ac
to
r
s
th
at
co
n
tr
ib
u
te
i
n
d
ev
el
o
p
in
g
s
tu
d
en
ts
’
attitu
d
e
to
war
d
s
ass
ess
m
en
t
F
a
c
t
o
r
s c
o
n
t
r
i
b
u
t
i
n
g
t
o
p
o
si
t
i
v
e
a
t
t
i
t
u
d
e
F
a
c
t
o
r
s c
o
n
t
r
i
b
u
t
i
n
g
t
o
n
e
g
a
t
i
v
e
a
t
t
i
t
u
d
e
F
a
i
r
a
n
d
u
n
b
i
a
se
d
g
r
a
d
i
n
g
p
r
a
c
t
i
c
e
o
f
t
e
a
c
h
e
r
s
1.
Te
a
c
h
e
r
s’
u
n
f
a
i
r
a
n
d
b
i
a
s
e
d
a
ss
e
ssm
e
n
t
2.
A
ssessme
n
t
q
u
a
l
i
t
y
v
a
r
i
e
s
a
l
o
t
f
r
o
m
t
e
a
c
h
e
r
t
o
t
e
a
c
h
e
r
;
n
o
d
i
s
c
u
ss
i
o
n
o
r
c
o
l
l
a
b
o
r
a
t
i
o
n
a
mo
n
g
t
e
a
c
h
e
r
s
3.
P
e
d
a
g
o
g
y
n
o
t
ma
t
c
h
e
d
w
i
t
h
a
ss
e
ssm
e
n
t
4.
Lo
w
q
u
a
l
i
t
y
a
ssessm
e
n
t
i
t
e
ms (
o
n
l
y
k
n
o
w
l
e
d
g
e
b
a
s
e
d
M
C
Q
s,
o
l
d
-
f
a
s
h
i
o
n
e
d
e
ssa
y
t
y
p
e
q
u
e
st
i
o
n
s,
n
o
t
c
r
e
a
t
i
v
e
,
n
o
t
me
a
n
i
n
g
f
u
l
,
o
r
r
e
a
l
e
x
p
e
r
i
e
n
c
e
b
a
se
d
,
n
o
t
a
p
p
l
i
c
a
t
i
o
n
b
a
se
d
,
n
u
mb
e
r
n
o
t
c
l
e
a
r
l
y
sp
e
c
i
f
i
e
d
5.
Te
a
c
h
e
r
s n
o
t
g
i
v
i
n
g
e
n
o
u
g
h
t
i
me
a
n
d
i
mp
o
r
t
a
n
c
e
f
o
r
a
s
sessm
e
n
t
r
e
l
a
t
e
d
a
c
t
i
v
i
t
i
e
s
6.
N
o
r
u
b
r
i
c
s f
o
r
t
h
e
a
ss
i
g
n
me
n
t
s
7.
F
o
r
mat
i
v
e
t
e
s
t
r
e
s
u
l
t
s
n
o
t
p
u
b
l
i
s
h
e
d
o
n
t
i
me
;
n
o
f
e
e
d
b
a
c
k
8.
N
u
mb
e
r
b
a
se
d
a
ssess
me
n
t
,
n
o
t
f
e
e
d
b
a
c
k
b
a
se
d
;
n
o
c
o
n
t
i
n
u
o
u
s
m
o
n
i
t
o
r
i
n
g
o
f
l
e
a
r
n
i
n
g
9.
Te
a
c
h
e
r
’
s a
ss
i
g
n
i
n
g
m
o
st
o
f
t
h
e
t
a
s
k
s
a
t
t
h
e
e
n
d
o
f
t
h
e
sem
e
st
e
r
1
0
.
P
o
w
e
r
a
n
d
a
u
t
h
o
r
i
t
y
o
n
a
ssessm
e
n
t
s
k
e
w
e
d
t
o
w
a
r
d
s t
e
a
c
h
e
r
s;
s
t
u
d
e
n
t
s
h
a
v
e
n
o
p
o
w
e
r
o
r
d
e
c
i
s
i
o
n
-
ma
k
i
n
g
a
u
t
h
o
r
i
t
y
1
1
.
Te
a
c
h
e
r
s’
l
o
w
a
n
d
n
e
g
a
t
i
v
e
a
t
t
i
t
u
d
e
t
o
w
a
r
d
s s
t
u
d
e
n
t
s a
n
d
t
h
e
i
r
l
e
a
r
n
i
n
g
1
2
.
C
o
n
t
e
n
t
r
e
d
u
c
t
i
o
n
b
y
t
h
e
t
e
a
c
h
e
r
s
1
3
.
Te
a
c
h
e
r
s a
r
e
n
o
t
t
r
a
i
n
e
d
o
n
a
ss
e
ssm
e
n
t
All
th
e
s
tu
d
en
ts
,
eith
er
with
n
eg
ativ
e
o
r
p
o
s
itiv
e
attitu
d
e
to
war
d
s
ass
es
s
m
en
t,
ar
g
u
e
d
th
at
th
e
ass
es
s
m
en
t
s
y
s
tem
i
s
h
ea
v
ily
d
r
iv
en
b
y
teac
h
e
r
s
’
o
wn
in
d
iv
id
u
al
p
r
ac
tice
wh
ich
v
ar
i
ed
ex
tr
em
ely
f
r
o
m
teac
h
er
to
teac
h
er
.
T
h
e
s
tu
d
e
n
ts
with
a
m
o
r
e
n
e
g
ativ
e
attitu
d
e
to
war
d
s
ass
ess
m
en
t
f
elt
th
at
th
is
v
ar
iatio
n
is
m
ain
ly
b
ec
au
s
e
o
f
two
r
ea
s
o
n
s
.
First,
th
e
p
o
licy
an
d
cu
r
r
ic
u
lu
m
s
tr
u
ctu
r
e
a
r
e
n
o
t
v
er
y
s
p
ec
if
ic
to
g
u
id
e
all
teac
h
er
s
in
a
s
tan
d
ar
d
ized
way
.
An
o
th
er
r
ea
s
o
n
th
at
th
ey
m
en
tio
n
ed
is
th
at
th
e
teac
h
er
s
p
lan
an
d
im
p
lem
en
t
ass
es
s
m
en
t
r
elate
d
task
s
(
p
r
e
p
ar
in
g
q
u
esti
o
n
p
ap
e
r
s
/tes
t
it
em
s
,
an
d
g
r
ad
i
n
g
)
in
is
o
latio
n
with
o
u
t
d
is
cu
s
s
i
ng
with
ea
ch
-
o
th
er
.
T
h
e
s
tu
d
en
ts
m
en
tio
n
ed
th
at
s
o
m
etim
es
th
e
teac
h
er
s
'
p
ed
ag
o
g
y
was
n
o
t
s
u
itab
le
f
o
r
th
e
s
p
ec
if
ic
ass
es
s
m
en
t
p
r
o
ce
s
s
.
Fo
r
ex
a
m
p
le,
f
o
r
s
o
m
e
co
u
r
s
es
th
ey
d
id
n
o
t
h
a
v
e
a
n
y
s
p
ec
if
ic
b
o
o
k
o
r
ar
ticles
to
r
ea
d
wh
ich
m
ad
e
it
d
if
f
icu
lt
f
o
r
th
em
to
p
r
e
p
ar
e
f
o
r
an
d
r
esp
o
n
d
to
th
e
MCQs
.
An
o
th
er
ex
a
m
p
le
is
th
e
m
is
m
atch
b
etwe
en
lan
g
u
ag
e
o
f
in
s
tr
u
ct
io
n
in
class
an
d
lan
g
u
ag
e
o
f
th
e
q
u
esti
o
n
p
a
p
er
/tes
t.
As
h
o
k
s
tated
,
“
m
a
n
y
tea
ch
ers
ex
p
la
in
th
e
terms
o
f
t
h
e
s
u
b
ject
ma
tter
in
E
n
g
lis
h
i
n
cla
s
s
a
n
d
p
r
ep
a
r
e
th
e
q
u
esti
o
n
s
fo
r
a
s
s
ess
men
t
in
B
a
n
g
la
.
F
o
r
tech
n
ica
l
s
u
b
je
cts
like
th
e
r
esea
r
ch
meth
o
d
o
lo
g
y
co
u
r
s
e
w
h
ere
w
e
d
o
n
o
t
h
a
ve
s
u
fficien
t
g
o
o
d
q
u
a
lity
b
o
o
ks
in
B
a
n
g
la
,
it
b
ec
o
mes
h
a
r
d
er
.
”
L
astl
y
,
th
e
s
tu
d
en
ts
also
s
aid
th
at
s
o
m
e
teac
h
er
s
r
ed
u
ce
th
e
co
u
r
s
e
co
n
te
n
t w
h
ile
teac
h
in
g
,
an
d
th
e
n
th
e
ass
ess
m
en
t d
o
es n
o
t m
atch
with
th
e
r
ed
u
ce
d
co
n
ten
t.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
S
tu
d
en
ts
’
a
ttit
u
d
e
to
w
a
r
d
s
a
s
s
ess
men
t,
its
r
ela
tio
n
w
ith
th
eir
a
ca
d
emic
…
(
A
h
ma
d
Ulla
h
A
l A
z
a
d
)
4083
T
h
e
s
tu
d
en
ts
,
e
v
en
o
n
e
s
tu
d
en
t
with
a
p
o
s
itiv
e
attitu
d
e,
c
r
iticized
th
e
s
tan
d
a
r
d
o
r
q
u
ality
o
f
q
u
esti
o
n
p
ap
er
o
r
test
d
e
v
elo
p
m
e
n
t
an
d
g
r
a
d
in
g
p
r
ac
tice
o
f
th
e
teac
h
er
s
.
T
an
ia
s
aid
,
“
m
o
s
t
o
f
th
e
tea
ch
ers
p
r
ep
a
r
e
MC
Q
s
w
h
ich
a
r
e
mo
s
tly
kn
o
w
led
g
e
b
a
s
ed
a
n
d
ca
n
n
o
t
a
s
s
ess
h
ig
h
er
o
r
d
er
lea
r
n
in
g
,
esp
ec
ia
lly
w
h
eth
er
w
e
ca
n
a
p
p
ly
th
e
lea
r
n
in
g
in
a
n
ew
co
n
text
.
”
Nav
id
ex
p
lain
e
d
,
“
t
ea
ch
ers
p
r
ep
a
r
e
q
u
esti
o
n
s
w
h
ich
a
r
e
ve
r
y
o
ld
-
fa
s
h
io
n
ed
a
n
d
typ
ica
l
s
u
ch
a
s
-
w
h
a
t
d
o
yo
u
kn
o
w
b
y?
Descri
b
e
th
e
mo
d
el
o
f,
p
r
esen
t
t
h
e
cla
s
s
ifica
tio
n
o
f.
Th
ese
q
u
esti
o
n
s
a
r
e
ve
r
y
b
r
o
a
d
a
n
d
n
o
t
s
p
ec
ific.
I
t
d
o
es
n
o
t
g
ive
u
s
a
n
y
h
in
t
o
n
w
h
a
t
s
p
ec
ific
a
ttr
ib
u
tes
th
e
tea
ch
ers
a
r
e
tr
yin
g
to
a
s
s
ess
.
”
Ash
o
k
th
in
k
s
th
at
th
e
teac
h
er
s
h
av
e
n
o
s
p
ec
if
ic
an
d
ef
f
ec
tiv
e
tr
ain
in
g
o
n
h
o
w
to
p
r
ep
ar
e
ex
am
q
u
esti
o
n
s
an
d
g
r
ad
e
p
ap
e
r
s
.
T
h
e
teac
h
er
s
,
th
ey
th
in
k
,
u
s
u
ally
ass
ess
th
e
m
lik
e
th
e
way
th
ey
wer
e
ass
ess
ed
wh
en
th
ey
wer
e
s
tu
d
en
ts
.
T
h
ese
s
tu
d
en
ts
also
th
in
k
t
h
at
m
an
y
teac
h
er
s
d
o
n
o
t
g
iv
e
s
u
f
f
icien
t
tim
e,
ef
f
o
r
t
,
an
d
en
er
g
y
in
p
r
ep
ar
in
g
s
tan
d
ar
d
g
o
o
d
q
u
ality
q
u
esti
o
n
s
b
u
t
r
e
p
ea
t
th
e
s
am
e
q
u
esti
o
n
s
o
r
ju
s
t
m
o
d
if
y
th
e
q
u
esti
o
n
s
a
litt
le
b
it
to
a
d
m
in
is
ter
ea
ch
y
ea
r
.
R
e
g
ar
d
in
g
th
e
m
ar
k
in
g
,
th
e
s
tu
d
en
ts
ex
p
r
ess
ed
t
h
eir
f
r
u
s
tr
atio
n
as
th
er
e
is
r
ar
el
y
an
y
r
u
b
r
ics
f
r
o
m
a
n
y
teac
h
er
f
o
r
an
y
ass
ig
n
m
e
n
t
o
r
ass
ess
m
en
t
task
s
s
u
ch
as
p
r
esen
tatio
n
o
r
g
r
o
u
p
wo
r
k
.
Z
ar
if
a
ar
ticu
lated
as,
“
We
d
o
n
o
t
g
et
a
clea
r
id
ea
w
h
a
t
a
s
p
e
cts
to
co
ve
r
a
n
d
to
w
h
a
t e
xten
t
.
”
3
.
3
.
3
.
Ass
ess
m
ent
env
iro
nm
ent
All
th
e
p
o
licy
,
s
tr
u
ctu
r
e,
tea
ch
er
an
d
s
tu
d
e
n
ts
’
p
r
ac
tice
an
d
ex
p
e
r
ien
ce
o
f
ass
ess
m
en
t
cr
ea
tes
an
en
v
ir
o
n
m
en
t
with
in
th
e
in
s
titu
tio
n
.
T
h
er
e
is
a
co
m
p
lex
in
ter
p
lay
am
o
n
g
th
ese
d
o
m
ain
s
cr
e
atin
g
an
ass
ess
m
en
t
en
v
ir
o
n
m
en
t
f
o
r
th
e
s
tu
d
en
t
s
.
T
ab
le
7
s
u
m
m
a
r
izes
th
e
f
ac
to
r
s
r
elate
d
to
ass
ess
m
en
t
en
v
ir
o
n
m
en
t
th
at
co
n
tr
ib
u
te
i
n
d
e
v
elo
p
in
g
b
o
th
p
o
s
itiv
e
an
d
n
eg
ativ
e
attitu
d
es
o
f
th
e
s
tu
d
en
ts
.
T
h
e
s
tu
d
en
ts
with
m
o
r
e
p
o
s
itiv
e
attitu
d
e
to
ld
th
at
th
er
e
is
a
f
r
ien
d
ly
r
elatio
n
s
h
ip
b
etwe
en
t
h
e
teac
h
er
s
a
n
d
s
tu
d
e
n
ts
wh
i
ch
m
ad
e
it
ea
s
y
f
o
r
th
em
to
ask
q
u
esti
o
n
s
to
tea
ch
er
s
,
g
et
im
p
o
r
tan
t
in
f
o
r
m
a
tio
n
,
co
n
tact
t
h
em
,
an
d
p
a
r
ticip
ate
f
u
lly
in
th
e
ass
es
s
m
en
t
ac
tiv
ities
.
Ho
wev
er
,
th
e
s
tu
d
en
ts
wh
o
h
ad
a
m
o
r
e
n
eg
ativ
e
attitu
d
e
to
war
d
s
ass
es
s
m
en
t
f
elt
th
at
th
er
e
is
a
teac
h
er
-
d
o
m
in
a
n
t
en
v
ir
o
n
m
e
n
t
wh
ich
lack
s
tr
u
s
t
am
o
n
g
teac
h
er
s
,
s
tu
d
en
ts
,
an
d
ad
m
in
is
tr
atio
n
.
T
h
e
teac
h
er
s
an
d
s
tu
d
en
ts
ar
e
n
o
t
s
en
s
itiv
e
to
ea
c
h
o
th
er
’
s
d
if
f
er
e
n
tiated
a
n
d
s
u
b
jectiv
e
ex
p
er
ie
n
ce
.
A
n
ad
v
an
tag
e
d
an
d
d
is
ad
v
a
n
tag
e
d
g
r
o
u
p
is
cr
ea
ted
b
ased
o
n
t
h
e
ass
ess
m
en
t
r
esu
lts
an
d
th
e
f
ir
s
t
g
r
o
u
p
en
j
o
y
s
a
ce
r
tain
lev
el
o
f
p
o
wer
,
a
cc
ess
to
in
f
o
r
m
atio
n
,
g
o
o
d
co
m
m
u
n
icatio
n
with
teac
h
er
s
,
f
u
r
th
e
r
g
o
o
d
g
r
a
d
es
,
an
d
o
th
er
ad
v
an
tag
es wh
ile
th
e
latt
er
g
r
o
u
p
is
d
ep
r
iv
ed
o
f
th
ese
a
d
v
an
tag
es.
T
ab
le
7
.
T
ea
c
h
er
r
elate
d
f
ac
to
r
s
th
at
co
n
tr
ib
u
te
i
n
d
ev
el
o
p
in
g
s
tu
d
en
ts
’
attitu
d
e
to
war
d
s
ass
ess
m
en
t
F
a
c
t
o
r
s c
o
n
t
r
i
b
u
t
i
n
g
t
o
p
o
s
i
t
i
v
e
a
t
t
i
t
u
d
e
F
a
c
t
o
r
s c
o
n
t
r
i
b
u
t
i
n
g
t
o
n
e
g
a
t
i
v
e
a
t
t
i
t
u
d
e
F
r
i
e
n
d
l
y
t
e
a
c
h
e
r
-
st
u
d
e
n
t
r
e
l
a
t
i
o
n
s
h
i
p
1
.
Te
a
c
h
e
r
s
d
o
mi
n
a
t
e
d
e
n
v
i
r
o
n
m
e
n
t
2
.
N
o
t
r
u
s
t
a
mo
n
g
t
e
a
c
h
e
r
s,
s
t
u
d
e
n
t
s a
n
d
a
d
mi
n
i
st
r
a
t
i
o
n
3
.
En
v
i
r
o
n
me
n
t
i
s
c
l
o
se
d
a
n
d
o
p
a
q
u
e
4
.
A
d
v
a
n
t
a
g
e
d
a
n
d
d
i
sa
d
v
a
n
t
a
g
e
d
g
r
o
u
p
s
a
r
e
c
r
e
a
t
e
d
3
.
3
.
4
.
Student
s
’
ba
s
is
o
f
a
s
s
e
s
s
m
ent
re
la
t
ed
j
ud
g
m
ent
Stu
d
en
ts
ju
d
g
ed
an
d
ev
al
u
ate
d
th
e
ass
es
s
m
en
t
o
f
th
e
in
s
tit
u
tio
n
b
ased
o
n
th
eir
o
w
n
ex
p
er
ien
ce
s
o
r
f
r
o
m
th
eir
f
r
ie
n
d
s
.
W
h
ile
ev
alu
atin
g
th
e
ex
p
er
ie
n
ce
an
d
d
ec
i
d
in
g
o
n
wh
eth
e
r
it
g
o
es
to
war
d
s
m
o
r
e
p
o
s
itiv
e
o
r
n
eg
ativ
e
s
id
e,
th
ey
co
m
p
a
r
ed
i
t w
ith
th
e
f
o
llo
win
g
s
tan
d
ar
d
:
-
W
ith
in
ter
n
atio
n
al
s
tan
d
ar
d
(
ex
am
p
le
-
cr
iticized
r
ed
u
cin
g
f
o
r
m
ativ
e
o
n
g
o
i
n
g
test
s
as
th
e
in
ter
n
atio
n
al
tr
en
d
is
to
h
a
v
e
m
o
r
e
f
r
eq
u
en
t
o
n
-
g
o
in
g
ass
ess
m
en
t)
-
W
ith
o
th
er
u
n
iv
er
s
ities
,
p
r
iv
ate
o
r
p
u
b
lic
(
ex
am
p
le
-
t
h
ey
m
en
tio
n
ed
th
at
m
o
s
t
o
f
th
e
g
o
o
d
p
r
iv
ate
u
n
iv
er
s
ities
h
av
e
th
e
p
r
o
v
is
io
n
o
f
s
tu
d
en
ts
’
ass
ess
m
en
t o
f
tea
ch
er
s
)
-
W
ith
o
th
er
d
ep
ar
tm
en
ts
o
f
th
e
s
am
e
u
n
iv
er
s
ity
(
ex
am
p
le
-
t
h
ey
co
m
p
a
r
ed
th
eir
ass
ess
m
e
n
t
s
tr
u
ctu
r
e
with
o
th
er
d
ep
ar
t
m
en
ts
an
d
ag
r
ee
d
th
at
th
ey
h
av
e
m
o
r
e
v
ar
ie
ties
in
as
s
es
s
m
en
t
task
s
co
m
p
ar
ed
to
o
th
e
r
u
n
iv
er
s
ities
)
-
Per
s
o
n
al
ev
alu
atio
n
(
ex
am
p
le
-
h
o
w
m
u
ch
th
e
teac
h
er
is
f
air
i
n
g
r
ad
in
g
?
T
h
e
s
tu
d
en
ts
d
ec
id
ed
o
n
th
is
b
ased
o
n
th
eir
o
wn
p
er
s
o
n
al
ju
d
g
m
e
n
t)
W
h
ile
an
aly
zin
g
th
e
d
ata,
it
w
as
o
b
s
er
v
ed
th
at
s
tu
d
en
ts
wh
o
v
iewe
d
th
e
o
v
er
all
aim
s
an
d
o
b
jectiv
es
o
f
ass
ess
m
en
t
a
s
‘
to
p
r
ep
ar
e
f
o
r
f
in
al
ex
am
in
atio
n
s
’
,
‘
t
o
ev
a
lu
ate
a
y
ea
r
’
s
p
er
f
o
r
m
a
n
ce
’
,
o
r
‘
to
m
ak
e
s
tu
d
en
ts
p
r
ep
ar
e
f
o
r
th
e
n
ex
t
y
ea
r
/s
em
ester
’
h
ad
a
m
o
r
e
p
o
s
itiv
e
attitu
d
e
to
war
d
s
ass
ess
m
en
t.
Ho
wev
er
,
s
tu
d
en
ts
wh
o
d
escr
ib
ed
th
e
aim
o
f
ass
ess
m
en
t
as
‘
h
o
lis
tic
d
ev
elo
p
m
en
t
as
h
u
m
an
s
’
,
o
r
‘
to
b
r
i
n
g
o
u
t
th
e
b
est
f
r
o
m
th
e
s
tu
d
en
ts
’
v
iewe
d
th
e
ass
e
s
s
m
en
t
m
o
r
e
cr
itically
.
T
h
ese
s
tu
d
en
ts
p
o
s
s
ess
ed
a
m
o
r
e
n
eg
ativ
e
attitu
d
e
to
war
d
s
ass
es
s
m
en
t c
o
m
p
ar
ed
t
o
o
th
e
r
s
tu
d
en
ts
.
3
.
3
.
5
.
Student
s
’
s
ug
g
estio
ns
Fo
r
m
o
s
t
o
f
th
e
is
s
u
es
r
elate
d
to
s
tu
d
en
ts
’
n
eg
ativ
e
attitu
d
e
th
ey
m
en
tio
n
ed
s
o
m
e
m
ea
s
u
r
es
to
b
e
tak
en
.
All
th
e
s
u
g
g
esti
o
n
s
ar
e
r
elate
d
to
i
n
tr
o
d
u
cin
g
n
ew
p
o
licies
o
r
s
tr
u
ctu
r
e
o
f
ass
ess
m
en
t
o
r
b
r
in
g
in
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
4
0
7
6
-
408
7
4084
ch
an
g
es
in
th
e
o
ld
ass
ess
m
en
t
p
o
licy
an
d
s
tr
u
ctu
r
e.
T
h
ey
as
s
u
m
e
th
at
m
ak
in
g
p
o
s
itiv
e
ch
an
g
es
in
p
o
licy
will
b
r
in
g
p
o
s
itiv
e
ch
an
g
es
in
teac
h
er
s
’
p
r
ac
tice.
Fo
r
ex
am
p
le,
f
o
r
s
o
lv
in
g
th
e
is
s
u
e
th
at
as
s
ig
n
m
en
t
d
ea
d
lin
es,
ex
am
d
ates,
p
r
esen
tatio
n
-
all
co
m
in
g
to
g
et
h
er
at
th
e
en
d
o
f
th
e
co
u
r
s
e/sem
ester
,
th
ey
s
u
g
g
ested
h
av
in
g
a
s
p
ec
if
ic
ass
es
s
m
en
t tim
elin
e
to
b
e
p
u
b
lis
h
ed
b
y
th
e
a
u
th
o
r
it
y
.
3
.
4
.
Dis
cus
s
io
n
T
h
e
f
in
d
in
g
s
o
f
th
e
s
tu
d
y
in
d
icate
th
at
o
v
er
all
s
tu
d
en
t
s
s
h
o
wed
a
n
eu
tr
al
attitu
d
e
to
war
d
s
ass
es
s
m
en
t.
Am
o
n
g
th
e
d
if
f
e
r
en
t
ty
p
es
o
f
ass
ess
m
en
t
p
r
e
v
a
ilin
g
in
t
h
at
in
s
titu
tio
n
,
s
tu
d
e
n
ts
(
b
o
th
m
ale
a
n
d
f
em
ale)
h
a
d
th
e
m
o
s
t
p
o
s
itiv
e
attitu
d
e
to
war
d
s
‘
class
r
o
o
m
ass
ess
m
en
t’
s
h
o
win
g
th
eir
in
clin
atio
n
to
war
d
s
f
o
r
m
ativ
e
ass
ess
m
en
t.
T
h
e
m
ix
ed
-
m
eth
o
d
s
s
tu
d
y
ap
p
r
o
ac
h
allo
wed
th
e
q
u
alitativ
e
d
ata
t
o
co
m
p
lem
e
n
t
an
d
en
h
an
ce
th
e
q
u
a
n
titativ
e
f
in
d
i
n
g
s
.
Du
r
in
g
th
e
in
ter
v
iew,
th
e
s
tu
d
en
ts
s
tated
th
at
d
if
f
er
en
t
ty
p
es
o
f
f
o
r
m
ativ
e
ass
es
s
m
en
t
ac
tiv
ities
g
av
e
th
em
m
o
r
e
f
le
x
ib
ilit
y
in
th
eir
s
tu
d
ies
an
d
m
o
r
e
o
p
p
o
r
tu
n
ities
to
ea
r
n
g
o
o
d
g
r
a
d
es.
Similar
r
esu
lts
wer
e
f
o
u
n
d
in
p
r
e
v
io
u
s
s
tu
d
ies
wh
e
r
e
s
tu
d
en
ts
s
h
o
wed
p
o
s
itiv
e
atti
tu
d
e
to
war
d
s
th
is
ass
es
s
m
en
t
as
it
h
elp
s
th
em
t
o
m
ee
t
class
r
o
o
m
ex
p
ec
tatio
n
s
,
en
co
u
r
ag
e
d
th
em
to
im
p
r
o
v
e
th
eir
p
er
f
o
r
m
an
c
e
an
d
g
iv
e
n
th
em
m
o
r
e
ch
a
n
ce
s
to
lear
n
ef
f
ec
tiv
el
y
[
3
6
]
.
R
eg
a
r
d
in
g
‘
in
-
co
u
r
s
e
ex
am
s
’
,
f
em
a
le
s
tu
d
en
ts
s
h
o
wed
a
p
o
s
itiv
e
attitu
d
e
to
war
d
s
ass
ess
m
en
t,
wh
ile
m
ale
s
tu
d
en
ts
wer
e
n
eu
tr
al.
Acr
o
s
s
o
th
er
ty
p
es
o
f
ass
es
s
m
en
ts
,
b
o
th
m
ale
an
d
f
em
ale
s
tu
d
en
ts
h
ad
s
im
ilar
attitu
d
es.
Ma
le
s
tu
d
en
ts
h
ad
th
e
lo
west
attitu
d
e
s
co
r
e
to
war
d
s
‘
f
air
n
ess
’
,
wh
ile
f
em
ale
s
tu
d
e
n
ts
r
ated
‘
p
r
ac
tical/lab
o
r
at
o
r
y
wo
r
k
’
th
e
l
o
west a
m
o
n
g
all
as
s
ess
m
en
ts
.
Pre
v
io
u
s
r
esear
ch
h
as
s
u
g
g
ested
th
at
s
tu
d
en
ts
h
o
ld
a
m
o
r
e
p
o
s
itiv
e
attitu
d
e
to
war
d
s
ass
ess
m
en
t
wh
en
th
ey
b
eliev
e
th
at
ass
es
s
m
en
t sy
s
tem
i
s
f
air
in
th
eir
in
s
titu
tio
n
[
3
7
]
.
Ad
d
itio
n
al
ly
,
s
tatis
tical
ly
s
ig
n
if
ican
t d
if
f
er
en
ce
s
wer
e
f
o
u
n
d
b
etwe
en
attitu
d
es
o
f
m
ale
a
n
d
f
em
ale
s
tu
d
en
ts
to
war
d
s
‘
f
air
n
ess
’
an
d
‘
c
o
m
p
r
e
h
en
s
iv
e
ex
am
’
.
Du
r
in
g
th
e
in
ter
v
iew,
m
ale
s
tu
d
en
ts
claim
ed
ass
ess
m
en
t
s
y
s
tem
is
u
n
f
air
d
u
e
to
b
iasn
ess
in
th
eir
g
r
ad
i
n
g
.
T
h
ey
th
in
k
th
at
teac
h
er
s
ten
d
to
g
i
v
e
h
ig
h
er
m
ar
k
s
to
s
tu
d
en
ts
th
ey
lik
e,
an
d
s
o
m
e
teac
h
er
s
g
iv
e
f
e
m
ale
s
tu
d
en
ts
m
o
r
e
m
ar
k
s
th
an
th
ey
d
eser
v
e
.
T
h
is
f
in
d
in
g
is
co
n
s
is
ten
t
to
o
n
e
ea
r
lier
s
tu
d
y
wh
ich
f
o
u
n
d
th
at
teac
h
er
s
’
g
r
ad
in
g
p
r
ac
tices
ten
d
to
d
is
ad
v
an
tag
e
m
ale
s
t
u
d
en
ts
,
co
n
s
is
ten
tly
r
esu
ltin
g
in
lo
wer
s
co
r
es
f
o
r
th
em
c
o
m
p
ar
ed
to
f
em
ale
s
tu
d
en
ts
[
3
8
]
.
Desp
ite
th
ese
d
if
f
er
en
ce
s
in
attitu
d
es
to
war
d
s
s
p
ec
if
ic
asp
ec
ts
o
f
as
s
es
s
m
en
t,
th
er
e
wer
e
n
o
s
tatis
t
ically
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
f
o
u
n
d
b
etwe
en
th
e
attitu
d
es
o
f
m
ale
an
d
f
em
ale
s
tu
d
en
ts
,
o
r
b
etwe
en
u
n
d
er
g
r
ad
u
ate
an
d
g
r
ad
u
ate
s
tu
d
en
ts
to
war
d
s
th
e
o
v
er
all
ass
ess
m
en
t sy
s
tem
o
f
th
e
in
s
titu
tio
n
.
T
h
e
co
r
r
elatio
n
b
etwe
en
s
tu
d
en
ts
’
attitu
d
e
to
war
d
s
ass
es
s
m
en
t
an
d
th
eir
ac
ad
em
ic
ac
h
iev
em
en
t
s
u
g
g
ests
th
at
b
o
th
g
r
ad
u
ate
a
n
d
u
n
d
er
g
r
a
d
u
ate
s
tu
d
en
ts
with
a
p
o
s
itiv
e
attitu
d
e
to
war
d
s
ass
es
s
m
en
t
ten
d
to
ac
h
iev
e
h
ig
h
er
g
r
ad
es
an
d
v
i
ce
v
er
s
a.
T
h
is
is
b
ec
au
s
e
as
s
ess
m
en
t
h
as
a
s
tr
o
n
g
in
f
lu
en
ce
o
n
h
o
w
s
tu
d
en
ts
ap
p
r
o
ac
h
lear
n
i
n
g
[
1
7
]
,
af
f
ec
t
in
g
n
o
t
o
n
ly
th
eir
ac
a
d
em
ic
p
er
f
o
r
m
a
n
ce
b
u
t
also
th
eir
f
u
tu
r
e
ca
r
ee
r
p
r
o
s
p
ec
ts
[
1
8
]
.
T
h
e
o
v
e
r
all
f
in
d
in
g
s
in
d
icate
th
at
s
tu
d
en
ts
wh
o
v
iew
th
e
ass
es
s
m
en
t
s
y
s
tem
o
f
t
h
eir
in
s
titu
tio
n
m
o
r
e
p
o
s
itiv
ely
ar
e
m
o
r
e
lik
ely
to
en
g
ag
e
en
th
u
s
iast
ically
in
ass
ess
m
en
t
-
r
elate
d
ac
tiv
ities
an
d
ar
e
m
o
r
e
lik
ely
to
s
u
cc
ee
d
[
1
3
]
,
b
ec
au
s
e
t
h
ey
f
in
d
lear
n
in
g
en
jo
y
a
b
le
[
1
9
]
.
I
n
ter
esti
n
g
ly
,
g
r
ad
u
ate
s
tu
d
en
t
s
s
h
o
wed
a
s
lig
h
tly
s
tr
o
n
g
er
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
th
eir
attitu
d
e
to
war
d
s
ass
es
s
m
en
t a
n
d
ac
ad
em
ic
ac
h
iev
em
en
t c
o
m
p
a
r
ed
to
u
n
d
e
r
g
r
ad
u
ate
s
tu
d
en
ts
.
C
o
m
p
o
n
e
n
t
wis
e
an
aly
s
is
s
h
o
ws
s
ev
er
al
n
eg
ativ
e
co
r
r
elatio
n
s
b
etwe
en
s
tu
d
en
ts
’
attitu
d
e
an
d
th
eir
ac
ad
em
ic
ac
h
iev
em
en
ts
.
Par
ticu
lar
ly
,
g
r
ad
u
ate
s
tu
d
en
ts
with
h
ig
h
e
r
ac
a
d
em
ic
ac
h
iev
em
e
n
t
ten
d
to
h
a
v
e
a
m
o
r
e
n
eg
ati
v
e
attitu
d
e
to
war
d
s
ass
ess
m
en
t
th
r
o
u
g
h
in
te
r
n
s
h
ip
s
an
d
th
is
r
elatio
n
s
h
ip
is
s
tatis
t
ically
s
ig
n
if
ican
t.
Ho
we
v
er
,
d
u
r
i
n
g
th
e
in
ter
v
iew,
b
o
th
th
o
s
e
with
p
o
s
itiv
e
an
d
n
eg
ativ
e
attitu
d
e
to
war
d
s
ass
es
s
m
en
t
ap
p
r
ec
iated
in
ter
n
s
h
ip
s
as
a
s
ig
n
if
ican
t
f
o
r
m
o
f
ass
es
s
m
en
t
an
d
th
ey
f
in
d
th
i
s
ass
e
s
s
m
en
t
m
o
r
e
m
ea
n
in
g
f
u
l.
T
h
u
s
,
f
o
s
ter
in
g
a
s
u
p
p
o
r
tiv
e
lear
n
in
g
en
v
ir
o
n
m
en
t
with
d
iv
er
s
e
ass
ess
m
en
t
m
eth
o
d
s
co
u
ld
h
elp
cr
ea
te
a
f
a
v
o
r
a
b
le
attitu
d
e
to
war
d
s
ass
ess
m
en
t
am
o
n
g
s
tu
d
en
ts
,
en
g
ag
e
th
em
m
o
r
e
ef
f
ec
tiv
ely
,
an
d
p
r
o
m
o
te
d
ee
p
er
lear
n
in
g
.
Sin
ce
ass
ess
m
e
n
t
c
an
s
i
g
n
i
f
i
ca
n
tl
y
in
f
l
u
en
ce
h
o
w
s
t
u
d
e
n
t
s
a
p
p
r
o
a
ch
l
ea
r
n
i
n
g
[
1
7
]
w
h
i
ch
i
n
tu
r
n
im
p
ac
ts
t
h
ei
r
a
ca
d
e
m
i
c
r
es
u
l
t
s
a
n
d
t
h
e
ir
c
ar
ee
r
p
r
o
s
p
ec
ts
[
1
8
]
,
w
e
e
x
p
lo
r
e
d
t
h
e
f
ac
t
o
r
s
t
h
at
s
h
a
p
e
s
t
u
d
e
n
ts
’
p
o
s
iti
v
e
o
r
n
e
g
a
ti
v
e
atti
tu
d
e
t
o
wa
r
d
s
ass
ess
m
en
t.
S
tu
d
en
ts
wit
h
a
m
o
r
e
p
o
s
i
ti
v
e
atti
tu
d
e
to
w
ar
d
s
ass
ess
m
e
n
t
g
e
n
e
r
a
ll
y
a
p
p
r
e
ci
ate
d
t
h
e
i
n
s
tit
u
ti
o
n
’
s
s
t
r
u
ct
u
r
e
d
c
u
r
r
i
c
u
l
u
m
an
d
t
h
e
a
v
ail
ab
ilit
y
o
f
d
i
f
f
er
e
n
t
m
o
d
es
o
f
ass
ess
m
e
n
t.
Di
f
f
e
r
e
n
t
ass
ess
m
e
n
t
a
p
p
r
o
a
ch
es
ca
n
ev
al
u
a
t
e
v
a
r
i
o
u
s
s
k
ills
a
n
d
co
m
p
et
e
n
ci
es
[
1
4
]
,
w
h
i
c
h
is
cr
u
c
ial
b
e
ca
u
s
e
u
n
iv
er
s
iti
es
a
im
t
o
p
r
o
d
u
c
e
g
r
a
d
u
at
es
wit
h
th
e
r
eq
u
i
r
ed
e
x
p
e
r
tis
e
i
n
t
h
ei
r
c
h
o
s
e
n
f
i
el
d
s
.
T
h
er
ef
o
r
e
,
it
is
f
u
n
d
a
m
e
n
t
al
f
o
r
i
n
s
tit
u
t
io
n
s
t
o
h
a
v
e
a
well
-
o
r
g
a
n
i
ze
d
c
u
r
r
ic
u
l
u
m
a
n
d
a
d
i
v
er
s
e
s
et
o
f
ass
ess
m
e
n
t
m
et
h
o
d
s
t
o
en
s
u
r
e
ef
f
ec
ti
v
e
l
ea
r
n
in
g
.
H
o
w
e
v
e
r
,
s
tu
d
e
n
ts
wit
h
n
e
g
ati
v
e
at
tit
u
d
e
s
cla
im
ed
a
la
ck
o
f
tr
a
n
s
p
a
r
e
n
cy
i
n
t
h
e
ass
ess
m
e
n
t
s
tr
u
c
tu
r
e,
li
m
it
ed
s
c
o
pe
f
o
r
m
ea
n
i
n
g
f
u
l
r
ea
l
-
li
f
e
p
r
o
b
le
m
s
o
l
v
i
n
g
,
a
n
d
a
n
o
v
e
r
e
m
p
h
asis
o
n
p
a
p
e
r
-
p
en
cil
b
as
e
d
t
r
a
d
it
io
n
al
ass
ess
m
e
n
ts
.
T
h
is
ali
g
n
s
w
it
h
e
ar
lie
r
r
es
ea
r
c
h
s
u
g
g
esti
n
g
t
h
a
t
tea
ch
er
s
o
f
te
n
p
r
ef
er
t
h
ese
t
y
p
es
o
f
ass
ess
m
e
n
t
b
e
ca
u
s
e
t
h
e
y
b
eli
e
v
e
t
h
a
t
s
tu
d
e
n
ts
ar
e
f
am
i
lia
r
wit
h
t
h
e
m
,
a
n
d
th
e
ir
m
ai
n
ai
m
is
t
o
p
ass
th
e
c
o
u
r
s
e
[
3
9
]
.
T
o
f
i
x
t
h
is
,
a
s
h
i
f
t
i
n
m
i
n
d
s
et
is
n
ee
d
e
d
,
w
h
er
e
all
ass
ess
m
e
n
ts
wh
e
th
e
r
f
o
r
m
ati
v
e
o
r
s
u
m
m
at
i
v
e
,
s
h
o
u
ld
f
o
cu
s
p
r
i
m
a
r
i
ly
o
n
p
r
o
m
o
ti
n
g
l
ea
r
n
in
g
,
b
r
ea
k
i
n
g
d
o
wn
t
h
e
t
r
a
d
it
io
n
a
l
d
is
t
in
cti
o
n
s
b
etw
ee
n
f
o
r
m
at
iv
e
a
n
d
s
u
m
m
ati
v
e
ass
ess
m
e
n
t
[
4
0
]
.
Ad
d
i
ti
o
n
all
y
,
s
o
m
e
s
t
u
d
e
n
ts
cr
iti
ciz
ed
th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
S
tu
d
en
ts
’
a
ttit
u
d
e
to
w
a
r
d
s
a
s
s
ess
men
t,
its
r
ela
tio
n
w
ith
th
eir
a
ca
d
emic
…
(
A
h
ma
d
Ulla
h
A
l A
z
a
d
)
4085
ab
s
en
ce
o
f
ti
m
el
y
f
e
ed
b
ac
k
a
n
d
la
ck
o
f
g
u
i
d
an
ce
w
h
i
c
h
li
m
it
ed
th
e
e
f
f
ec
ti
v
e
n
ess
o
f
f
o
r
m
at
iv
e
ass
ess
m
en
t.
W
ith
o
u
t
f
e
e
d
b
ac
k
o
n
t
h
ei
r
o
v
e
r
al
l
p
r
o
g
r
ess
,
s
tu
d
e
n
ts
f
i
n
d
i
t
h
ar
d
to
s
e
lf
-
r
e
g
u
la
te
t
h
ei
r
le
ar
n
i
n
g
[
2
6
]
.
T
h
e
lack
o
f
ac
co
u
n
tab
ilit
y
f
o
r
teac
h
er
s
lead
s
to
in
co
n
s
is
ten
t
g
r
ad
in
g
p
r
ac
tices
an
d
n
o
o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
en
ts
to
ev
alu
ate
th
eir
teac
h
er
s
.
A
co
m
m
o
n
co
m
p
lain
t
was
th
at
teac
h
er
s
o
f
ten
u
s
ed
o
u
td
ated
o
r
b
r
o
ad
q
u
esti
o
n
s
,
an
d
th
e
r
e
wer
e
n
o
s
tan
d
ar
d
ized
r
u
b
r
ics
f
o
r
g
r
ad
i
n
g
,
wh
ich
le
d
to
co
n
f
u
s
io
n
a
n
d
f
r
u
s
tr
atio
n
.
T
h
is
u
n
d
er
s
co
r
es th
e
n
ee
d
f
o
r
u
s
in
g
r
u
b
r
ics as it
h
elp
s
m
ak
e
th
e
as
s
ess
m
en
t p
r
o
ce
s
s
m
o
r
e
p
r
ec
is
e,
f
air
er
an
d
clar
if
y
th
e
lear
n
in
g
g
o
als
[
4
1
]
.
Mo
r
eo
v
er
,
s
tu
d
en
ts
with
p
o
s
itiv
e
attitu
d
es
d
escr
ib
e
d
a
f
r
ie
n
d
l
y
r
elatio
n
s
h
i
p
with
teac
h
er
s
,
wh
er
e
th
ey
f
elt
co
m
f
o
r
ta
b
le
ask
in
g
q
u
esti
o
n
s
an
d
en
g
ag
in
g
in
ass
ess
m
e
n
t
-
r
elate
d
ac
tiv
ities
.
Ho
wev
er
,
s
tu
d
en
ts
with
n
e
g
ativ
e
attitu
d
es
f
elt
th
at
th
e
ass
ess
m
en
t
en
v
ir
o
n
m
e
n
t
was
d
o
m
in
ated
b
y
teac
h
er
s
,
cr
ea
tin
g
a
lack
o
f
tr
u
s
t
an
d
c
o
m
m
u
n
icatio
n
.
T
h
e
y
o
b
s
er
v
e
d
th
at
th
e
s
y
s
tem
cr
ea
te
d
ad
v
an
tag
es
f
o
r
ce
r
tain
g
r
o
u
p
s
wh
ile
d
is
ad
v
an
tag
in
g
o
th
er
s
,
lead
in
g
to
u
n
eq
u
al
o
p
p
o
r
tu
n
ities
f
o
r
s
u
cc
ess
.
T
h
ese
is
s
u
es
h
ig
h
lig
h
t
th
e
n
ee
d
f
o
r
c
h
an
g
es
to
cr
ea
te
a
m
o
r
e
tr
an
s
p
ar
e
n
t,
s
tu
d
e
n
t
-
f
r
i
en
d
ly
,
an
d
eq
u
itab
le
ass
ess
m
en
t
p
r
o
ce
s
s
.
T
h
er
e
n
ee
d
s
to
b
e
f
lex
ib
ilit
y
i
n
ass
ess
m
en
t
m
eth
o
d
s
wh
er
e
in
d
iv
id
u
als
s
h
o
u
ld
b
e
ab
le
to
ch
o
o
s
e
t
h
e
ass
ess
m
en
t
s
ty
le
th
at
b
est s
u
its
th
eir
n
ee
d
s
[
2
5
]
.
4.
CO
NCLU
SI
O
N
T
h
e
r
esear
ch
r
ev
ea
ls
th
at
th
e
ter
tiar
y
lev
el
s
tu
d
en
ts
s
h
o
wed
a
n
eu
tr
al
attitu
d
e
to
war
d
s
th
e
ass
es
s
m
en
t
o
f
th
eir
in
s
titu
tio
n
.
Per
s
o
n
al
ex
p
er
ien
ce
s
o
f
th
e
s
tu
d
en
ts
s
h
ap
e
th
eir
attitu
d
e
eith
er
p
o
s
itiv
e
o
r
n
eg
ativ
e.
T
h
e
s
am
e
ass
es
s
m
en
t
ex
p
er
ien
ce
c
an
b
u
ild
m
o
r
e
p
o
s
itiv
e
o
r
m
o
r
e
n
eg
ativ
e
attitu
d
e
o
f
t
h
e
s
tu
d
en
ts
d
ep
en
d
in
g
o
n
h
o
w
th
e
s
tu
d
e
n
ts
an
aly
zin
g
a
n
d
in
ter
p
r
etin
g
t
h
e
ex
p
er
ien
c
e.
I
t
was
clea
r
f
r
o
m
t
h
e
in
ter
v
iews
th
at
s
tu
d
en
ts
wh
o
p
o
s
s
ess
m
o
r
e
p
o
s
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