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By Robert Milne

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Extra resources for A theory of programming language semantics, part B

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ED470191) Pimpa, N. (2005). Teacher performance appraisal in Thailand: Poison or panacea? Educational Research for Policy and Practice, 4(2–3), 115–127. , & Andrade, H. (2010). A review of rubric use in higher education. Assessment and Evaluation in Higher Education, 35(4), 435–448. Rowe, B. (2000). The influence of teacher efficacy and readiness for self-directed learning on the implementation of a growth-oriented teacher performance appraisal process. (ERIC Document No. , Wright, J. , & Frye, S.

The nine columns are: number of week, day, date, passage listened to, times repeated, when, where, signature after completion, and the time the follow-up person called. The columns are to be filled in later at home. In class they are asked to fill in the columns of week, day, date, to become familiar with the form and with the concept of filling it in. Finally, there is a collective rewarded review of the process so far and of the session. Although everyone is asked to start at the beginning to fill in learning gaps, if a learner does not wish to do so, he/she can go to a higher level of listening, speaking, reading or writing.

The next activity is modeling the listening and reading exercise for the learners. Using the Internet, a Web site is picked and a passage is chosen. An easy listening and reading paragraph is usually chosen by the majority of learners. The learners are 41 K. Bawazeer asked to time themselves when they start the activity. The chosen passage is to be shown on the big screen in front of all learners. The experiment is conducted on a relatively short paragraph that does not take more than one or two minutes per single repetition.

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