LEARNER (statement-evidence): I did [very well] in [Multiplication Quiz 6].
The learner accepts this statement, agreeing with the system's assessment.
But in his statement, Learner denied that politics had influenced his decision.
For example, iList (Fossati, Eugenio, Brown, & Ohlsson, 2008) visualizes logical data structures targeting linked lists and supports learners to understand algorithm behavior and role of code statement, allowing learners to operate the visualized structure by inputting code fragments.
Each example supplied by the user or the learner is a preference statement on a pair of outcomes.
"This woman is 67 years old and has never run afoul of the law for anything more serious than a speeding ticket," Learner said in a statement.
The total and mean number of learners' responses to each statement was calculated according to the level of agreement of the respondents with the statements; these results were used to derive the total and mean for each category of statements (ie. attitudes, intentions and actions).
In contrast, LEPA encourages the learner to abstract groups of statements in the program code and to externalize the abstracts in the form of tags.
Irrelevant actions would, by design, be unrelated to the geometric relations, and therefore may be easier to ignore when learners are confronted with a statement to prove using their already-taxed motor system.
Measuring knowledge and comprehension of concepts with selected-response instruments, such as concept inventories, tells us whether learners can recognize a correct statement among a set of possible answers.
The construct was operationalized in the CSE using can-do statements about learners' knowledge of English and their use of strategies when performing six major types of communication activities, i.e., listening, speaking, reading, writing, translation, and interpretation.
