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المرجع الالكتروني للمعلوماتية

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

Clauses

Part of Speech

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

Direct and Indirect speech

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

قم بتسجيل الدخول اولاً لكي يتسنى لك الاعجاب والتعليق.

Sustainable Assessment and Lifelong Learning: Standards for Excellence and the Development of Teacher Identity Conclusions

المؤلف:  Steve Thornton & Sue Wilson

المصدر:  Enhancing Teaching and Learning through Assessment

الجزء والصفحة:  P137-C13

2025-06-27

769

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Sustainable Assessment and Lifelong Learning: Standards for Excellence and the Development of Teacher Identity Conclusions

The AAMT Standards for Excellence provide a framework through which teacher identity can be developed and evaluated. While pre-service teachers cannot be expected to show highly accomplished practice, as described by the Standards for Excellence, the Standards can provide a vision of what it means to be an excellent teacher. The portfolio and interview assessment task described above enabled students to describe their own experiences in the light of the Standards for Excellence. In the process it would appear that this assessment task met many of the criteria for sustainable assessment described by Boud (2000). In particular the students' unprompted reflections provided clear evidence that they were able to evaluate their on-going learning and development without being dependent on formal, external feedback mechanisms. The portfolio and interview assessment served both the immediate purpose of evaluating current knowledge and the long-term purpose of giving students a framework for their life-long journey as teachers of mathematics.

 

Of course this assessment task did not stand alone. It was part of a course that included extensive instruction, discussion, reading and reflection. Yet it appeared to pull together students' experiences in a very powerful and revealing way. The extent to which the developing sense of identity exhibited by these students grows and develops through their careers as teachers remains to be seen, and could profitably be the subject of further research. The AAMT Standards for Excellence for Teaching Mathematics in Australian Schools provides an ideal framework by which such a longitudinal study of teachers' identity could be conducted.

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