Grammar
Tenses
Present
Present Simple
Present Continuous
Present Perfect
Present Perfect Continuous
Past
Past Continuous
Past Perfect
Past Perfect Continuous
Past Simple
Future
Future Simple
Future Continuous
Future Perfect
Future Perfect Continuous
Passive and Active
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
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
Semantics
Pragmatics
Linguistics fields
Syntax
Morphology
Semantics
pragmatics
History
Writing
Grammar
Phonetics and Phonology
Semiotics
Reading Comprehension
Elementary
Intermediate
Advanced
Teaching Methods
Teaching Strategies
Findings in students involvement in the formulation of assessment
المؤلف:
Carmela Briguglio
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P26-C3
2025-05-29
71
Findings in students' involvement in the formulation of assessment
Two aspects of students' involvement in the formulation of this assessment project were investigated, namely the choice of group size and methods of working together. Working in pairs was the most popular choice with 68% of the students having opted to work in pairs; 13% worked in groups of three and 19% worked individually. Forty-seven percent of students reported that they enjoyed working in small groups and 54% said that it suited their learning style.
With regard to the methods of working together, 67% of the students stated that they preferred to work in face-to-face situations with 73% choosing to work in labs rather than out of labs. Forty percent reported a preference for use of email to communicate with group members. These were not mutually exclusive categories. With regard to the manner of progress on the project, 40% of the students reported working continuously; 38% reported working regularly; and 22% sporadically.
The development of team skills was investigated in relation to group processes and problem solving. Students worked both autonomously (47%) and collaboratively (52%) on their projects and 51% said that they had achieved a reasonable balance of workload. Their team skills were demonstrated by helping each other understand the subject content (55%), solve problems (67%), and generate innovation (60%). Students reported benefits in the development of a wide range of generic skills (e.g. communication, time management, decision making and leadership).
The quality assurance issues that were explored included the development of professional knowledge and skills, academic relevance, group dynamics, and suggestions for improvement. With regard to the development of professional knowledge and skills, 67% of the students said that the project had workplace relevance; 56% reported that the group learning processes enhanced their understanding of the subject; and 52% reported that learning in a group had improved their application of theoretical knowledge. Other reported benefits of the group learning experience included camaraderie (47%), leadership development (48%), trust building (63%), and improved motivation (58%).