Sentence examples for examination content from inspiring English sources

He nominated candidates for administrative positions in his area, appointed examination committees, supervised examination content and procedures, and presided over an academic council.

Since it was published by the Council of Europe in 2001, the CEFR has provided a basis for the planning of examination content and the specification of assessment criteria in many countries (Little 2007).

"The totality of our findings suggests that dissemination of examination content between fire personnel is not uncommon," auditors said.

"Dissemination of examination content between fire personnel is not uncommon," auditors said in their report to the county Board of Supervisors.

In a written response to the auditors, Fire Chief Daryl Osby promised to "communicate to all departmental personnel that disseminating examination content is prohibited and any violation may be subject to discipline".

When interviewed by county investigators, the department employees involved "generally asserted that they did not remember why they circulated examination content or know how it might have been used," auditors wrote.

An example of such a setting would be a campus seminar room where the examination questions would be collected along with students' work and students would be reminded of their Honor Code obligations not to share information about the examination contents.

Table 2 Practical and curriculum relevance of examination contents Items Score (/100) Practical learning (/25 months) School hours (/600) Curriculum weight Marketing & Distribution 38 5-7 months 160 h 26.67% Acquisition 20 5-7 months 80 h 13.33% HRM 21 2-6 months 80 h 13.33% Goods & Services 21 6-10 months 280 h 46.67%.

There was no difference in the proportions of students using the examination blueprint, content emphasised during lectures, and content emphasised during small groups.

There was no difference in the proportions using the examination blueprint, content emphasised during lectures, and content emphasised during small groups (87 – 93%) but fewer students used objectives (35%, p < 0.001).

Examination of content validity was based on expert concurrence using the content validity index (CVI).