أنشئ حسابًا أو سجّل الدخول للانضمام إلى مجتمعك المهني.
Dear Ms. Samar, Thanks for your invitation, But regret to say that I am not in Teaching job while my interest in the same.
Thanks for the invitation.
Two kinds of standards are referred to -- content standards and performance standards. Content standards indicate what students should know and should be able to do. For example, students should be able to write and speak for a variety of purposes and for diverse audiences, using conventional grammar, usage, sentence structure, punctuation, and spelling. A performance standard measures how well a student's work meets the content standard. A performance standard has levels (4,3,2, and1; or advanced, proficient, novice, and basic) and frequently examples of student work are provided for each level. Performance standards are essentially the same as rubrics. Rubrics describe what student work must consist of to get a certain score. Rubrics or performance standards list one of the characteristics of student work -- for example, problem-solving in mathematics or persuasive writing in English/language arts. All examples of problem-solving or persuasive writing, no matter what the topic, should contain these characteristics
Thanks for the invitation. This is one the areas that I like to contribute to, and keep involved in. Academic standards is the most important issue in education at all levels. It is the core interest of all stake holders, teachers and learners. It reflects the nation's ambitions and vision. Regarding me, as an educator, teacher or assessor, I focus on the documented national standards, and add to them what I find vital for the success of the generations. This could berelated to the present situation of all factors and elements that affect our life and could affect the fulure.
I always try to focus on what is in the national curriculum of course, employ all the new technology as best I could and keep up with all new for my students.
regular continum
Regular Russian teaching curricula that we all follow
