

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


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
Norm-referenced assessment (NRA) in teaching staff grading
المؤلف:
Mary-Jane Taylor & Coralie McCormack
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P74-C7
2025-06-12
622
Norm-referenced assessment (NRA) in teaching staff's grading
Although many teaching staff and students seemed to dislike the University's NRA, they still adhered to it. The reason behind this was mainly because of the following administrative protocol and legacy.
From the focus group interviews, teaching staff felt that the University's grade distribution (Figure 2 in Grading descriptors) was only a guideline to be used when grading. However, in actual practice, departments take this more seriously. In each department there is a SARP (Subject Assessment Review Panel) and a BoE (Board of Examiners). These exist to formally agree and finalize subject results (the SARP), and to agree, and finalize results for awards (the BoE). The SARP and BoE therefore monitor and ensure grading is fair and equitable, and they also make reference to the indictors (Figure 2 in Grading descriptors for the SARP and Figure 3 in Grading descriptors for the BoE). The following comment emphasized the pressure that staff are subjected to if their results do not conform to the indicators:
"Subject grades are dealt with at the departmental level first, the SARP is the departmental body for finalizing subject grades, the Chairman may ask us why our grades do not fall within the distribution, why are they not normal, then we have to justify this." (Teacher, Department F)
Another reason as to why teaching staff followed the grading distribution guidelines was historical. From the focus group interviews, it seems that most departments have not developed their own criteria and have not considered the fact that they need to do so. In fact, the public examinations which local students need to pass through before they can enter University are using NRA. NRA seems to be the grading culture in the local education system, embedded in the mindset of teaching staff and students alike, which has been transferred to the universities.
الاكثر قراءة في Teaching Strategies
اخر الاخبار
اخبار العتبة العباسية المقدسة
الآخبار الصحية

قسم الشؤون الفكرية يصدر كتاباً يوثق تاريخ السدانة في العتبة العباسية المقدسة
"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)