拾落穗
发表于 2025-3-25 05:33:55
Cultivating Teacher Assessment Capacity, chapter, the challenge of assessment and assessment education across jurisdictions is explicated. Simultaneously, the chapter begins to build an argument for the necessity and structure of a novel assessment learning framework, premised on the idea of .. The chapter concludes with an initial articulation of the . and how it was conceptualised.
ethnology
发表于 2025-3-25 11:08:43
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雪白
发表于 2025-3-25 14:03:05
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容易生皱纹
发表于 2025-3-25 18:13:09
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幸福愉悦感
发表于 2025-3-25 23:25:00
Embodied Assessment Capacity,ic, embodied, ethical, and experiential. In this chapter, the embodied capacity is explored through literature, preservice teacher reflections and narratives, and interpretive analysis. Centrally, the embodied capacity responds to the physical, emotional, and socio-material experiences of assessment
不近人情
发表于 2025-3-26 00:11:23
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不溶解
发表于 2025-3-26 06:55:19
Experiential Assessment Capacity,c, embodied, ethical, and experiential. In this chapter, the experiential capacity is explored through literature, preservice teacher reflections and narratives, and interpretive analysis. The experiential capacity is purposefully presented last in the framework, as it is the culmination of the prev
collagen
发表于 2025-3-26 09:35:16
Learning to Assess,ramework invites teachers to question: . Leveraging the framework across preservice and in-service teacher learning spaces encourages teachers to be active agents in the (re)construction and transformation of the social order that assessment reifies in schools and society, advancing new possibilitie
insular
发表于 2025-3-26 15:31:50
orm, these models combine linear moving average models of dynamic order M with polynomial nonlinearities of degree ., leading to the class of . models defined in Section 2.1. Several important special cases of this general model family exist, including both the finite Hammerstein and Wiener model cl
inhumane
发表于 2025-3-26 18:21:18
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