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
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
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
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
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
Conjunctions
Subordinating conjunction
Correlative conjunction
Coordinating conjunction
Conjunctive adverbs
Interjections
Express calling interjection
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
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
Enriched interactions in assessments
المؤلف:
Paul Lam & Paula Hodgson & Josephine Csete
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P393-C33
2025-08-09
148
+
-
20
Enriched interactions in
assessments
The presence of two kinds of arrow to signify the interactions in Figure 1 in Enrichment of Interaction in Online Assessments indicates the belief that interactions can be roughly classified into simple (unidirectional, with limited feedback) and enriched (bidirectional - negotiation of meanings is possible).
Table 1 illustrates how different online activities that involve students interacting with content, peers, and instructor can bring either simple or enriched interactions.
For example, the provision of clear explanatory notes as feedback after learners have submitted their answers to an online quiz is a way to enrich content-student interaction, in contrast to the typically summative quantitative results when learners complete a quiz which may indicate as little information as percentage of correct answers.
Student-student interaction can become bidirectional when in-depth discussions are encouraged rather than having online activities that merely require students to publish without peer review.
Lastly, online interaction between students and teachers is enriched when a teacher provides prompt feedback on students' performance through the online environment, in contrast to the delayed feedback that is inevitable in the conventional post-examination situation.
The authors argue that assessments that provide enriched interactions have greater potential for learning engagement and will result in improved quality of learning. With the distinction between simple and enriched interactions in mind, the authors carried out an investigation to determine, first, the overall picture concerning the kinds of online interaction that students generally engage in by studying 45 cases (which were in higher education semester-long courses) that were supported by an e-learning support project in Hong Kong (the e3Learning Project); and, second, to identify exemplars to showcase how e-learning interactions can be enriched for the benefit of students. A general picture helps to identify the current situation and indicates areas into which more effort can be put. The exemplars then help to illustrate practical ways in which these improvements can be made.
The e3Learning (enrich, extend, evaluate learning - hence e3L) Project was designed to support e-learning across three universities - the Hong Kong Polytechnic University, the City University of Hong Kong and the Chinese University of Hong Kong -over the period 2003 05. It helped teachers to use the Web in education by providing a range of services, from introducing teachers to practical ideas for using the Web in education to developing complete course websites for teachers.
The project supported the web development of over 130 sub-projects, and the outcomes of 45 of these are reported here.
الاكثر قراءة في Teaching Strategies
اخر الاخبار
اخبار العتبة العباسية المقدسة
الآخبار الصحية
مواضيع ذات صلة
"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)
قسم الشؤون الفكرية يصدر مجموعة قصصية بعنوان (قلوب بلا مأوى)
