dithiolethione
发表于 2025-3-26 22:30:25
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缺乏
发表于 2025-3-27 04:55:06
Paul Blackledge,Graeme Kirkpatrick geography curriculum using ‘continuity’ and ‘progression’ as markers of quality education, the geography CAPS has not been analyzed using these concepts. Hence, in this chapter I analyze the assessments in GIS, contending that some quality markers which articulate continuity, sequencing, and progre
是他笨
发表于 2025-3-27 09:20:09
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Hamper
发表于 2025-3-27 11:29:33
Ted Bentonhers in assessment, as well as a primer for those interested inunderstanding current work in the area of assessment. In summary, itprovides the opportunity to discuss large-scale and classroom assessment byaddressing the following main themes:..·Purposes, Traditions and Principles of Assessment..·De
Spartan
发表于 2025-3-27 15:39:23
Paul Nolan that participants are enthusiastic about ensuring that assessment practices and teacher feedback enhances their growth as musicians, ultimately enabling them to become self-regulated learners. Their teachers are equally concerned about providing their students with high professional standards as re
规范就好
发表于 2025-3-27 18:02:48
Alan Carlingprocesses, and metarcognitive processes. Although this chapter does not discuss science attitude and social/personal abilities, these too, should be considered in the classroom assessment system. These topics, especially science attitude, are described in other chapters in this book. After presentin
Crater
发表于 2025-3-27 23:55:10
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健谈
发表于 2025-3-28 02:56:15
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PANIC
发表于 2025-3-28 07:42:51
Giusseppe Tassone and in designing classroom-basedassessments. ..Assessment in Science. expands the existing literature on scienceassessment by sharing a model for professional development, andexamples of teacher-developed assessments with accompanying studentwork and teacher commentary. Chapters written by science teachers t978-0-7923-7094-9978-94-010-0802-0
BINGE
发表于 2025-3-28 11:53:43
Tony Smithsigning classroom-basedassessments. ..Assessment in Science. expands the existing literature on scienceassessment by sharing a model for professional development, andexamples of teacher-developed assessments with accompanying studentwork and teacher commentary. Chapters written by science teachers t