In attempting to access teaching effectiveness, many evaluators mistakenly treat the analysis as one-dimensional, though the particular dimension chosen may take one of several modes.
在尝试访问教学效果，许多计算器错误地视为分析一维，虽然选择的特定维度可能需要几种方式之一。
In attempting to access teaching effectiveness, many evaluators mistakenly treat the analysis as one-dimensional, though the particular dimension chosen may take one of several modes.
在尝试访问教学效果，许多计算器错误地视为分析一维，虽然选择的特定维度可能需要几种方式之一。
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