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Grounded in contemporary, evidence-based research, the second edition of Assessment for Teaching provides a comprehensive introduction to assessment and teaching in primary and secondary school settings. Taking a practical approach to assessment and the collaborative use of data in the classroom, this text advances a developmental model of assessment which aims to improve student outcomes through targeted teaching interventions. Thoroughly revised and updated to include the latest research, this edition features expanded content on collaborative teaching, competence assessment, learning and assessment and self-regulated teaching and learning. Each chapter features learning objectives, reflective questions, an extended exercise to link course content with classroom practice, and end-of-chapter rubrics which help readers assess their own understanding and learning. Written by a team of experts from the Assessment Research Centre at the University of Melbourne, Assessment for Teaching is an essential resource for both preservice teachers and inservice teachers.
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In: American political thought: a journal of ideas, institutions, and culture, Band 2, Heft 1, S. 147-149
ISSN: 2161-1599
In: Orbis: FPRI's journal of world affairs, Band 52, Heft 4, S. 713-723
ISSN: 0030-4387
In: Orbis: FPRI's journal of world affairs, Band 52, Heft 4, S. 713-723
ISSN: 0030-4387
In: Orbis: FPRI's journal of world affairs, Band 52, Heft 4, S. 713
ISSN: 0030-4387
In: Orbis: FPRI's journal of world affairs, Band 52, Heft 4, S. 713-723
ISSN: 0030-4387
A review essay on a book by David Armitage, The Declaration of Independence: A Global History (Cambridge, MA: Harvard U Press, 2007).
In: Studies in educational evaluation, Band 33, Heft 1, S. 87-99
ISSN: 0191-491X
In: Studies in educational evaluation, Band 31, Heft 2-3, S. 192-206
ISSN: 0191-491X
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 34, Heft 3, S. 319-340
ISSN: 1467-873X
In: The SAGE Handbook of Research in International Education, S. 256-266
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Working paper