Nitko Kao Ti Note

[Kena Sugrue]

Inthe first playtest you could craft boss gear using their Heartstones. With the introduction of the shop, I don't know how to get the gear.

I've bought all the weapons from all shops in currently available biomes and now I only have empty stands.

Is it even possible to get the boss gear in this playtest, and if so, how?

I should note, I've played the first playtest and not the second. Upon starting this playtest, it said that I had to delete all my progression (A save that had all boss gear) and start over.

Čudni su, priča se, bili nedjeljni ručkovi kada bi se okupila cijela obitelj. Postojala je stroga jezička procedura, kakve danas, vjerojatno, ima samo u sjedištu Europske Unije, a da se nitko nije upitao zašto tako treba biti. Otati Karlu silno je bilo stalo do njegovoga nijemstva, i njegove odabranosti među drugim ljudima, čemu su se svi drugi morali prilagoditi. Zauzvrat, nitko im, a ponajmanje on, nije branio da budu ono što jesu i da između sebe govore na jezicima koji su im po volji. Otata je volio svoje zetove i nije mu smetalo što nisu Nijemci, ali je, recimo, bio ponosan na njihova građanska zanimanja. Pripadanje željezničarskome cehu za njega je bilo poput pripadanja nekoj tajnoj organizaciji, masonskoj loži, čiji se članovi od drugih ljudi razlikuju po pogledu na svijet, ali i po vlastitoj ulozi u svijetu. Nijemac željezničar sa željezničarom Hrvatom čini bratstvo koje se međusobno bolje razumije nego bilo koji narod unutar sebe. Otata Karlo bio je ljevičar, pa je početkom dvadesetih godina dvadesetog stoljeća bio zaglavio u zatvoru, a onda i izgubio posao, jer je podržao štrajk željezničara. Ne bi to bio skandal da nije bio šef stanice i da nije bio Nijemac među divljim Slavenima, pa je zbog iznevjeravanja svoga nacionalnog i kastinskog položaja oštro kažnjen od kraljevskih vlasti.

Otherwise, the differences between the two versions can be understood as differences in interpretation and stylistic choices. If I were to use the software as one tool in my box, generating a first draft, for instance, I wonder how it would affect the overall translation. Would it seem less spontaneous, less alive somehow, or could I, watching out for this, prevent it and the various other erroneous inventions it might come up with?

Pretests are given to determine "what learners already know with regard to the objective(s) at hand (Smith & Ragan, 1999, p. 95). With a pretest, an instructor can determine what the students need to learn and then help the students focus on the pieces of the instruction that have not previously been learned. A Pretest might be given before a lesson starts or as a way to gain students' attention and provide them with the objective(s) of the lesson.

Posttests are usually given toward the end of a lesson. Posttests "will assess whether the learner can achieve both the enabling objectives and the terminal objectives of a lesson (Smith & Ragan, 1999, p. 95). By testing enabling as well as terminal objectives, the teacher has more information as to where learning has "gone wrong." Items on a posttest should differ from the items on the pretest.

According to Nitko (2001), "A performance assessment (1) presents a hands-on task to a student and (2) uses clearly defined criteria to evaluate how well the student achieved the application specified by the learning target" (p. 240). During a performance assessment, students must apply their knowledge and skills from multiple areas to show they can perform a learning target. A performance assessment may require a student to

Unlike short answer or multiple choice items used in other types of assessments that require indirect demonstration, performance tasks require direct demonstration of achievement of a learning target.

Peer and self-evaluation assessment strategies ask students to "reflect on, make a judgment about, and then report on their own or a peer's behavior and performance" (Alaska Department of Education & Early Development, 1996, Self and Peer-Evaluations, para. 1). Both performance and attitude can be evaluated with peer and self-assessments. Assessment tools for this type of evaluation might include sentence completion, Likert scales, checklists or holistic scales.

"A portfolio is a limited collection of a student's work that is used to either present the student's best work(s) or demonstrate the student's educational growth over a given time span" (Nitko, 2001, p. 254). A portfolio is a collection limited to only the work that best serves the portfolio's purpose, rather than a collection of all of a student's work. The pieces contained in a portfolio are carefully and deliberately selected.

A person's score on a norm-referenced test (NRT) shows where the person stands relative to other people who have taken the test (Seels & Glasgow, 1990). The Scholastic Aptitude Test (SAT) is an example of a NRT because it shows how a person stands relative to other potential college students. Success is measured by how far ahead a person is of the other test takers. NRTs are usually used for selection purposes. NRTs are designed to measure relative standing in a group rather than mastery of a specific skill.

Criterion-referenced tests (CRTs) are also referred to as content-referenced or objective-referenced tests. "A test is criterion-referenced when its score can be translated into a statement about what a person has learned relative to a standard; a CRT score provides information about a person's mastery of a behavior relative to the objective and reflects that person's mastery of one specific skill" (Seels & Glasgow, 1990, p. 147). A state's automobile driving test is an example of a CRT.

Achievement tests assess the knowledge, abilities and skills that are at the center of direct instruction in schools (Nitko, 2001). Achievement tests may be standardized or nonstandardized. Standardized tests are created by professional agencies and use the same materials and administration procedures for all students. Nonstandardized tests have not had the assessment materials tried out by a publisher, nor has any student-based data been collected concerning how well the test is functioning.

Observation is usually used to make an informal assessment of student behaviors, attitudes, skills, concepts or processes (Alaska Department of Education & Early Development, 1996). Observations may be recorded through anecdotal notes, checklists, video, audio recordings or photos. Observations may be used to collect data about behaviors that are difficult to evaluate by other methods.

Sometimes learners are assessed in on-the-job situations. According to Smith and Ragan (1999), "Probably the best way to see if students have learned what we want them to learn at the necessary level is to take them into the real world and have them perform what they have been instructed to do" (p. 99). Rating scales and checklists can be used to record the quality of the process as the worker performs.

Interviews are used to get a better idea of students' "attitudes, thinking processes, level of understanding, ability to make connections, or ability to communicate or apply concepts" (Alaska Department of Education & Early Development, 1996, Interviews, para. 1). Interviewing consists of observing and questioning the students. Interviews can be both formal and informal and are a good tool for diagnosing students' strengths as well as needs.

In addition to being an instructional strategy, simulations are also useful for assessment purposes, especially for assessing higher-order rule learning and attitude change (Smith & Ragan, 1999). Simulations can be delivered using print-based or interactive multimedia tools. A case study is an example of a print-based simulation. Case studies are often used to assess in fields such as management, law and medicine.

The use of personal computers is a common way to administer an interactive multimedia simulation assessment. By using computers, simulations can easily be administered to an individual or a group. Some of the more elaborate examples of simulation testing using multimedia include pilot and astronaut training (Smith & Ragan, 1999).

Essays are usually used as an assessment tool in two general situations (Nitko, 2001). This first is in subject areas like social studies, mathematics, science or history to evaluate how well "students can explain, communicate, compare, contrast, analyze, synthesize, evaluate, and otherwise express their thinking about several aspects of the subject" (pp. 184-5). The second is to evaluate students in their ability to write in standard English with appropriate use of language and to write for various purposes including exposition, persuasion and communication.

There are two basic varieties of essay items: restricted response and extended response. Restricted response items limit what the student is allowed to answer in both content and form. Whereas extended response items give students the freedom to express their own ideas and organize those ideas in their own way (Nitko, 2001).

Recall items are used to assess declarative knowledge objectives. In response to recall items, students are asked to reproduce what they were presented with during instruction either verbatim, paraphrased, or summarized (Smith & Ragan, 1999). Recall items are usually in a written format, such as short answer, fill-in-the-blank or completion items. While these types of test items require a lot of memory, they also require fewer higher reasoning processes.

In response to recognition items, learners are required "to recognize or identify the correct answer from a group of alternatives" (Smith & Ragan, 1999, p. 101). Declarative knowledge that has been memorized can be assessed with recognition items. Multiple choice, matching and true false items can all be used as recognition items. These types of questions can be constructed in such a way as to require the use of higher cognitive skills. Learners may be asked to apply learned principles or concepts in order to recognize a correct answer.

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