And his
assessment of two other cycles concludes «that none of those conjectures can be regarded as serious explanations of the problematic prediction of Thales: in addition to requiring the existence of long and
precise eclipse records... both cycles that have been examined overlook a number of eclipses which match the visibility
criteria and, consequently, the patterns suggested seem to disappear.»
In this case, the
assessment design should explicitly mention the value of peer feedback; building trust and capacity in self and peer
assessment can be addressed by defining the objectives using
precise criteria and providing student examples, as well as tools like rubrics, scales and explanatory automatic answers to support learners.