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On Faith or Belief-Juniper Publishers

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   Annals of Social Sciences & Management Studies-Juniper Publishers Introduction At the celebration of the 40th anniversary of China’s reform and opening in December 18, 2018, President Xi Jinping said, “Faith, conviction, and confidence are vital at all times. Small to one person, one collective, big to a political party, a nation, a country, as long as there is faith, conviction, confidence, it will become more and more courageous and brave, otherwise it will be defeated and self-destructed” [1]. But when I asked the graduate students who came to me for an interview the question what your faith or belief is, most people usually answered me that “I don’t have a faith”. Faith and conviction are the contents taught in the philosophy curriculum. From this phenomenon, at least two problems can be revealed. First, the philosophy taught at school and university was not accepted by them and did not become their faith or belief. Second, they might think that philosophy is useless, so the

Factors Affecting the Implementation of Formative Assessment in Some Selected Primary Schools in Nekemte Town, Oromia Region, Ethiopia-Juniper Publishers

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     Annals of Social Sciences & Management Studies-Juniper Publishers Introduction Quality assessment is a very essential element in the provision of quality education. This is because assessment provides a foundation for making sound evaluative judgments about students’ learning progress and about the effectiveness of the whole education system in general [1,2]. It is a general term that includes the full range of procedures used to gain information about students’ learning and the information of value judgment concerning learning progress [3]. According to them, assessment is systematic processes that plays a significant role in effective teaching and begins with the identification of learning goals have been attained. Airasian [4] has also defined assessment as a process of collecting, interpreting and synthesizing information in decision making. From the ideas stated above, one can infer that instruction requires formative assessment of students’ progress as to benefit from le