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The Ontario Secondary School Literacy Course (OSSLC, Course Code: OLC3O/OLC4O) is a Grade 11 or 12 open course that can be taken by those who had written the OSSLT more than once. [8] It is designed to assist students in acquiring the basic literacy skills required for getting an Ontario high school diploma.
According to a 2010 survey by EQAO, more than 95 per cent of elementary school principals [8] and 80 per cent of grade three and six teachers [9] use EQAO test results to identify areas of strength and areas for improvement in reading, writing and math programs. More than 95 per cent of principals also reported that they use the data to guide ...
Formative vs summative assessments. Formative assessment, formative evaluation, formative feedback, or assessment for learning, [1] including diagnostic testing, is a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment.
Inquiry-based learning (also spelled as enquiry-based learning in British English) [a] is a form of active learning that starts by posing questions, problems or scenarios. It contrasts with traditional education, which generally relies on the teacher presenting facts and their knowledge about the subject.
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These templates shows a chess diagram, a graphic representation of a position in a chess game, using standardised symbols resembling the pieces of the standard Staunton chess set. The default template for a standard chess board is {{ Chess diagram }} .
For information on using this template, see Template:Routemap. For pictograms used, see Commons:BSicon/Catalogue . Note: Per consensus and convention, most route-map templates are used in a single article in order to separate their complex and fragile syntax from normal article wikitext.
In statistics, inter-rater reliability (also called by various similar names, such as inter-rater agreement, inter-rater concordance, inter-observer reliability, inter-coder reliability, and so on) is the degree of agreement among independent observers who rate, code, or assess the same phenomenon.