Sentence examples for to reflect learning from inspiring English sources

Thus, the 11-item version can be validly applied as both a pre- and a posttest to reflect learning progress.

We also had to demonstrate the valid application of the bMCU test both as a pre- and a posttest to reflect learning progress (valid change measure) and examine the test's reliability by interpreting item information curves.

The construction and evaluation of the instrument enabled us to create a fair, user-friendly, short, and exact test of conceptual knowledge (fair measurement and efficiency) that is adapted to the content taught to secondary school students (content validity at secondary school level) and that can be validly applied both as a pre- and posttest to reflect learning progress (valid change measure).

Although prolonged latency has been considered to reflect anxiety status (Ennaceur 2012), the completion of habituation assures that evaluations of the prospective behavioral test results can be interpreted to reflect learning and memory function independent from emotion.

"But good work can always be improved, and these reviews provide fresh perspectives and fresh opportunities to reflect, learn and develop.

"Today's results now provide us with an opportunity to reflect, learn lessons, and map out a clear strategy to move forward in future elections as Welsh Conservatives".

"Had I not taken the time off to reflect, learn, travel, and renew, I would not be where I am today, spiritually, emotionally and in terms of health," says Cathy. "The sabbatical helped me focus my career goals for the next phase of my life".

Recently it has been suggested that force field learning may reflect learning to manipulate a novel object.

The aim is that social media users will take time to reflect while learning about food insecurity, Catherine Fox, marketing director for Land O'Lakes' Retail Butter and Spreads, told The Huffington Post.

Group meets teacher privately to discuss remaining problems and to reflect upon learning difficulties.

As a result, it is important that the curriculum should be shaped to reflect students' learning experiences in the affective domain (Driver et al. 1996).