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Titlebook: Alternatives in Assessment of Achievements, Learning Processes and Prior Knowledge; Menucha Birenbaum,Filip J. R. C. Dochy Book 1996 Sprin

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发表于 2025-3-21 18:21:46 | 显示全部楼层 |阅读模式
期刊全称Alternatives in Assessment of Achievements, Learning Processes and Prior Knowledge
影响因子2023Menucha Birenbaum,Filip J. R. C. Dochy
视频video
学科分类Evaluation in Education and Human Services
图书封面Titlebook: Alternatives in Assessment of Achievements, Learning Processes and Prior Knowledge;  Menucha Birenbaum,Filip J. R. C. Dochy Book 1996 Sprin
影响因子Achievement assessment has undergone a major shift, from whatsome call a `culture of testing‘ to a `culture of assessment‘.Nowadays, a strong emphasis is placed on the integration of assessmentand instruction, on assessing processes rather than just products, andon evaluating individual progress relative to each student‘s startingpoint. .This book addresses assessment issues in light of the present state ofaffairs. The first part discusses new alternatives in the assessmentof achievement in various subject areas, focusing on agenda, practice,impact and evaluation of the assessment. The second part deals withissues related to assessment of the learning process, specifically:questions concerning the assessment of individual differences in priorknowledge, learning skills and strategies. .
Pindex Book 1996
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Die Abhängigkeit der Zulieferere two areas - the definitions of what it means to know a language and the appropriate procedures for measuring it. Thus, language testers have devoted much time and effort to defining the construct of language knowledge, as according to Spolsky (1968) “Fundamental to the preparation of valid tests o
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Konzernrechtliche Analyse des Franchising, test anxiety are positively related to greater cognitive engagement in terms of the use of cognitive and metacognitive strategies as well as actual academic performance (see Pintrich & Schrauben, 1992 for a review).
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Alternatives in Assessment of Achievements, Learning Processes and Prior Knowledge
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Language Testing: Matching Assessment Procedures with Language Knowledgee two areas - the definitions of what it means to know a language and the appropriate procedures for measuring it. Thus, language testers have devoted much time and effort to defining the construct of language knowledge, as according to Spolsky (1968) “Fundamental to the preparation of valid tests o
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Assessing Students’ Motivation and Learning Strategies in the Classroom Context: The Motivated Strat test anxiety are positively related to greater cognitive engagement in terms of the use of cognitive and metacognitive strategies as well as actual academic performance (see Pintrich & Schrauben, 1992 for a review).
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