Teaching ProceduresHoughton Mifflin, 1932 - Всего страниц: 471 |
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Стр. 369
... question is an isolated one , he has nothing to go by but the question itself . Just to realize this fully is enough to serve as a stimulus to give thought to the clearness of questions . When a third or more of a class misinterpret a ...
... question is an isolated one , he has nothing to go by but the question itself . Just to realize this fully is enough to serve as a stimulus to give thought to the clearness of questions . When a third or more of a class misinterpret a ...
Стр. 370
... questions so as to be clear and unambiguous depends first upon the questioner's knowledge in the field con- cerned ... questions may be divided into fact questions and thought questions . Fact questions call for data and thought ...
... questions so as to be clear and unambiguous depends first upon the questioner's knowledge in the field con- cerned ... questions may be divided into fact questions and thought questions . Fact questions call for data and thought ...
Стр. 430
... questions are easier to score and they are somewhat more objective . Sims found that " approximately seventy per cent of the [ traditional ] questions have the same inherent objectivity as new - type test items " ( '32 , 101 ) . This ...
... questions are easier to score and they are somewhat more objective . Sims found that " approximately seventy per cent of the [ traditional ] questions have the same inherent objectivity as new - type test items " ( '32 , 101 ) . This ...
Содержание
Neglect of this topic | 1 |
Direct attack | 2 |
Emergence of subjects | 3 |
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ability grouping acquired activities acts of skill applied appreciation aspects assignment attention attitude avocation basic become botany bring cation chapter conception coöperative course curriculum Dalton Plan Dalton schools developed direct attack discussion duction effective esthetic exercises experience fact factors field formal function geography give given grade habits Herbartian high school hypothesis individual instances instruction interest involved knowledge laboratory language learning lesson literature logical material mathematics matter meaningful means ment method of agreement method of difference mind moisture monistic moral motives nature objectives Ojai Valley School organization outline particular topics penmanship person physics practice principles problem procedure psychological pupils purpose questions reading relationships significance social standpoint subject-matter subjects teacher term logical tests textbook things tion typewriting understanding unit usually vital vocational Winnetka Plan zoölogy