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Summative assessment can be used to refer to assessment of educational faculty by their respective supervisor with the aim of measuring all teachers on the same criteria to determine the level of their performance. In this context, summative assessment is meant to meet the school or district's needs for teachers' accountability.
Abbas I thus sought to associate himself with eminent ulama like Shaykh Bahāʾi (1574–1621 AD), whom he made Shaykh al-Islām in his new capital, Isfahan. Other famous ulama working under Abbas's patronage were Mir Damad (d. 1631 or 1632 AD), one of the founders of the School of Isfahan, and Ahmad ibn Muhammad Ardabili (d. 1585). By their ...
Abū Muḥammad ʿIzz al-Dīn ʿAbd al-ʿAzīz bin ʿAbd al-Salām bin Abī al-Qāsim bin Ḥasan al-Sulamī al-Shāfiʿī (Arabic: أبو محمد عز الدين عبد العزيز بن عبد السلام بن أبي القاسم بن حسن السُّلَمي الشافعي ; 577 AH - 660 AH / 1262 CE), also known by his titles, Sultan al-'Ulama/ Sulthanul Ulama, Abu Muhammad al-Sulami ...
Nahdlatul Ulama (Indonesian pronunciation: [nahˈdatʊl ʊˈlama], lit. ' Revival of the Ulama ' , NU ) is an Islamic organization in Indonesia . Its membership numbered over 40 million in 2023, [ 2 ] making it the largest Islamic organization in the world. [ 3 ]
Kyai Hajj Abdul Wahab Hasbullah (31 March 1889 – 29 December 1971) was a founders of the Nahdlatul Ulama movement. He also initiated the usage of newspaper for dakwah, with the establishment of the Nahdlatul Ulama newspaper, Soeara Nahdlatul Oelama. He also created the lyrics for the anthem of Nahdlatul Ulama, Ya Lal Wathon, in 1934.
The purpose of standards-based assessment [5] is to connect evidence of learning to learning outcomes (the standards). When standards are explicit and clear, the learner becomes aware of their achievement with reference to the standards, and the teacher may use assessment data to give meaningful feedback to students about this progress.
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.
An increased sense of inclusiveness: Continuous assessment provides students with a constant stream of opportunities to prove their mastery of material and sends the message that everyone can succeed if given enough time and practice. This reduces the anxiety around testing and heightens the emphasis on the learning itself. [citation needed]