Evaluative aswers to open ended question...Evaluative - Evaluative questions are very similar to Inferential Questions. However, Evaluative sort of sums up the text and ask you to judge something of the text such as; the meaning, truth, answer, opinion and etc. Sometimes you would need to word it
types of questions asked are open-ended, thought-provoking questions like why and what...
The United Nations Development Programme (UNDP) uses multiple criterion to evaluate nations independently of economic indicators such as gross domestic product and per capita values. The most commonly applied UNDP test is their comprehensive Human Development Index (HDI). Other evaluative criterions the UNDP use regard their member states gender, inequality, and poverty levels.
The Court Interpreters Act of 1978, signed by President Carter on October 29, 1978, establishes the right of any individual involved in federal proceedings to have a certified court interpreter if his/her communication or comprehension capabilities are inhibited because of a language barrier or a hearing or speech impairment.
1. Like government, the moon is divided! Half of it in the light; the other half in utter darkness. 2. Like government, the moon's lit side, moves steadily into darkness! 3. Like government, the moon is totally in darkness, once every 28 days! Democracy, for my money; has been on the metaphorical dark side of the moon, since the Greeks first adopted it, as a method of government! Then what government is; In The Light Of Comprehension!
Speed reading is a useful skill which can be attained with regular practice. Today's student of speed reading is bombarded with many different books, websites, programs, and courses on speed reading. One essential part of his study, however, will not be found in the majority of these sources-the development of a strong short-term memory. By strengthening his memory, a reader can increase both his speed and his level of comprehension. Even when a slow reader reads a text, images of the words are automatically stored in the brain. How strongly they are imprinted and how quickly they can be recalled is a matter of training. Whole blocks of words can be retained during the reading process. Memory is vital for quick comprehension of reading material. As the reader's eyes move forward to read new blocks of words, a sharp memory is critical since the mind's "decoding" processes rely on mental images. By retaining words, the memory frees the mind to continue reading while working on words that have already been "read." A strong memory enables accurate assimilation and cross-referencing of information in the brain-mental processes that are key to comprehension. If a reader could enhance his memory while reducing his eye fixation time and acquiring other good reading habits, his speed would increase dramatically. That much is clear. But can memory be developed? And if so, how? It is first of all necessary to understand the type of memory involved in speed reading-short-term memory, capturing "images" not only of words but also of full blocks of text. Memory in general can be developed significantly through "brain games." To the speed reader, however, most mnemonic devices and long-term memory techniques are useless. His focus must be on exercises that serve to increase his attention span and his capacity for mental concentration. The oldest and simplest such exercise is accomplished simply by choosing reading material more difficult than what one is accustomed to. This challenges the memory to retain larger "morsels" of information for longer periods of time. Other than that, timed exercises, using either words or pictures are useful. In these, the individual tests himself to see how much he can recall of a "data sheet" after a study period of a given number of seconds. It is important to keep a log noting the number of memorized items and the times so that progress can be recorded.
what is evaluative judgement
Evaluative statements are attitutedes
Evaluative statements are attitutedes
Evaluative questions to draw inference and conclusion from the collected data on an evaluative scale.
The purpose of evaluative writing is to give your opinion of something and support that opinion. In evaluative writing you review something and explain what you liked and disliked about it and why.
That is the correct spelling of the adjective "evaluative" (referring to a process that evaluates or measures).
The evaluative purpose is intended to inform people of their performance standing
Evaluative Statements are ATTITUDES (Robbins & Judge; Essentials of Organizational behavior p. 13).
Evaluative language is also known as subjective language. This form of language expresses an evaluation/appreciation of the object of the discourse.
an evaluative adjective
Literal, Inferential and Evaluative Questions Literal, Inferential and Evaluative questions are the three main sections of a comprehension task. It is regularly used to assess the level of a person's comprehension skill. Literal is mainly the easiest group, Inferential is the medium level and the Evaluative is the difficult part. However, some people do not consider these as these levels. It depends on their comprehension skills. Literal - A question that can be answered directly from the text. The answer is already there. It is just if you can identify it. Sometimes you would need to word it. Inferential - A question that cannot be answered straight from the text. You will need to think about it and read over the text to see. The text only tells you hints and clues. Sometimes you would need to word it. Evaluative - Evaluative questions are very similar to Inferential Questions. However, Evaluative sort of sums up the text and ask you to judge something of the text such as; the meaning, truth, answer, opinion and etc. Sometimes you would need to word it. TEXT EXAMPLE - Tim was desperate to leave the classroom. He was bored. He watched the clock wisely. It was only 12:30pm. He had to wait for an hour until the lesson is finished. He was learning maths - algebra. Mr. Howl was making him do heaps of boring and hard equations. Suddenly, he had an idea. Tim hid under his table and crawled onto the floor. He headed for the door and sneakily left. Literal: # What did Tim do while Mr. Howl was making him do maths work? Tim was looking at the clock wisely. (Direct answer is on the text) # What was the time? It was 12:30pm then. (Answer already on the text) Inferential: # When can Tim leave the classroom? Tim can leave the classroom by 1:30pm. (Using the hints on the text) # Why did he look at the clock wisely? Tim was looking at the clock wisely because he wanted to get out of the classroom. (Using the hints on the text)) Evaluative: # What do you think Tim's idea will work? Explain your answer. I don't think Tim's idea will work because Mr. Howl must of notice during that hour... # Why would Tim hide under the table? Tim hid under the table because he didn't want to be seen. (Using commonsense + hints on the text + your own opinion)