Multiple Tenses in the Malayalam Verb

Mohanan, Tara; Mohanan, K.P.

doi:10.7551/mitpress/9780262083799.003.0015

Cited by 4 publications

(7 citation statements)

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“…The ABEs and OBEs are the kind of examinations in which the students are allowed to consult textbooks, class notes and other available resources while writing the answer (Das, 2017). Traditional offline examinations (closed book exam) were testing the memory or the power to recall the facts but OBEs test the intellectual skills, creative and critical thinking of the students (Beena, 1998;Mohanan, 2021). There are two types of OBEs; the first is "traditional sit down" and the second is "take home" OBEs (Business Standard, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The OPEs could be further categorized into two more types; the first is "restricted" in which students are allowed to consult only some specific study materials preapproved by the instructor. The motto behind restricted OBE is to ensure that all the students are reading from the same books and notes to create equal opportunities for success and in "unrestricted" students are free to consult and bring what they want with no specific instructor direction (Crowdmark, 2021;Mohanan, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

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Challenges of unrestrictedassignment‐basedexaminations (ABE) and restrictedopen‐bookexaminations (OBE) during COVID‐19 pandemic in India: An experimental comparison

Shakeel

Shazli

Salman

et al. 2021

Human Behav and Emerg Tech

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Covid‐19 pandemic has affected every sphere of life specially the education sector observing a paradigm shift in the nature of pedagogy from offline face‐to‐face to online‐virtual mode of learning. The biggest challenge in online‐learning was the conduction of online examination for student's assessment specially in Indian context where digital divide is rampant. Thus, present study examines and compares the challenges faced by the students in two most widely accepted modes of examination by Indian universities and institutes of higher learning, that is, take home/unrestricted/assignment‐based examination (ABE) and highly time restricted/open‐book examination (OBE). Primary data was collected through questionnaires prepared by using Google forms to measure adaptability, satisfaction, and challenges using 5‐point Likert's scale. Cronbach's α test was performed on question items to check the reliability and internal consistency of the items. χ 2 test has been applied in order to check whether there is a statistically significant relationship between the gender and place of residence in the acceptability of ABE and OBE. The findings suggest that both modes of examination have their own challenges largely governed by the digital and economic divide. The acceptance level of ABE and OBE is not associated with gender. However, we found the level of acceptance association of ABE with the place of residence of the students but not with OBE.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Challenges of unrestrictedassignment‐basedexaminations (ABE) and restrictedopen‐bookexaminations (OBE) during COVID‐19 pandemic in India: An experimental comparison

Shakeel

Shazli

Salman

et al. 2021

Human Behav and Emerg Tech

View full text Add to dashboard Cite

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“…K.P. Mohanan(2016) recommended that open book examinations can restore the true meaning of the word education for both teachers and students. If the nature of the examination questions changes, strategies for preparing students to take those examinations will also have to change.…”

Section: Introductionmentioning

confidence: 99%

A study of attitude of teachers and students towards open book and closed book assessment

Gujral

Gupta²

2017

ijsrm

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If an examination is to test the information that students have memorized, closed book examinations are appropriate, or if the examination is to test the skills of problem solving and critical thinking, then open book examinations are useful, in which students are allowed to consult their text books and class notes and printed documents. The purpose of this research is to study the attitude of teachers and students towards open book and closed book examination. For this purpose, a sample of 50 teachers and 100 students of CBSE schools were selected from Raipur. Self-made questionnaire was used to collect the relevant data. The results revealed that open book examination should be a part of assessment along with closed book examination as it enhances the thinking skills of the students.

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“…Further, an analysis in terms of raising would not carry over to the fact that downgraded undergoers in Belhare have access to the S/O-PSA, while the case-free analysis does. The only alternative explanation other than positing PSA selection on the predicate level would involve positing PSA-accessible LOGICAL OBJECTS, as suggested by Mohanan (1994). But this would miss the generalization that PSA access to downgraded undergoers follows the same principle of case-free PSAs as the access to downgraded experiencers.…”

Section: Discussionmentioning

confidence: 99%

“…Most theories would want to analyze the architectural principles of phrase structure as universal. LFG at least offers a solution for this particular problem: since downgraded undergoer constructions are a kind of diathesis, the undergoer on the predicate level has what Mohanan (1994) calls LOGICAL OBJECT status. The fact that it is still available for relativization could therefore be captured by saying that relativization is possible on intransitive syntactic subjects, and on all kinds of objects, both syntactic and logical objects.…”

Section: Nonconstructional Theoriesmentioning

confidence: 99%