Isbn: 9781607523529 - student perspectives on assessment: what students can tell us about assessment for learning (research on sociocultural influences on motivation and learning) (21 resultados)

Condición: new.

Condición: New.

Condición: New. pp. 338 49:B&W 6.14 x 9.21 in or 234 x 156 mm (Royal 8vo) Perfect Bound on White w/Gloss Lam.

Condición: New. 2009. Paperback. . . . . .

Condición: New. In English.

Condición: New. pp. 338.

Paperback. Condición: New.

Condición: New.

Paperback / softback. Condición: New. New copy - Usually dispatched within 4 working days.

Condición: New. 2009. Paperback. . . . . . Books ship from the US and Ireland.

Condición: As New. Unread book in perfect condition.

paperback. Condición: Like New. LIKE NEW. SHIPS FROM MULTIPLE LOCATIONS. book.

Condición: As New. Unread book in perfect condition.

Condición: Sehr gut. Zustand: Sehr gut | Seiten: 338 | Sprache: Englisch | Produktart: Bücher | A volume in Research on Sociocultural Influences on Motivation and LearningSeries Editor: Dennis M. McInerney, The Hong Kong Institute of EducationAssessment for learning is meant to engage, motivate, and enable students to do better intheir learning. However, how students themselves perceive assessments (both high-stakesqualifications and low-stakes monitoring) is not well understood. This volume collectsresearch studies from Europe, North and South America, Asia, and New Zealand thathave deliberately focused on how students in primary, secondary, and tertiary education conceive of, experience,understand, and evaluate assessments. Assessment for learning has assumed that formative assessments and classroompractices would be an unqualified success in terms of student learning outcomes. Making use of a variety of qualitativelyinterpreted focus groups, observations, and interviews and factor-analytic survey methods, the studies collected in thisvolume raise doubts as to the validity of this formulation. We commend this volume to readers hoping to stimulate theirown thinking and research in the area of student assessment. We believe the chapters will challenge researchers, policymakers, teacher educators, and instructors as to how assessment for learning can be implemented.…

PAP. Condición: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

Paperback. Condición: Brand New. 330 pages. 9.25x6.25x0.75 inches. In Stock. This item is printed on demand.

Paperback / softback. Condición: New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days 502.

Condición: New. PRINT ON DEMAND pp. 338.

Condición: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Assessment for learning is meant to engage, motivate, and enable students to do better in their learning. This volume collects research studies from Europe, North and South America, Asia, and New Zealand that have focused on how students in primary, seconda. …

Taschenbuch. Condición: Neu. Student Perspectives on Assessment | What Students Can Tell Us about Assessment for Learning (PB) | D. M. McInerney | Taschenbuch | Einband - flex.(Paperback) | Englisch | 2009 | Information Age Publishing | EAN 9781607523529 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu Print on Demand.…

Taschenbuch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - A volume in Research on Sociocultural Influences on Motivation and LearningSeries Editor: Dennis M. McInerney, The Hong Kong Institute of EducationAssessment for learning is meant to engage, motivate, and enable students to do better intheir learning. However, how students themselves perceive assessments (both high-stakesqualifications and low-stakes monitoring) is not well understood. This volume collectsresearch studies from Europe, North and South America, Asia, and New Zealand thathave deliberately focused on how students in primary, secondary, and tertiary education conceive of, experienceunderstand, and evaluate assessments. Assessment for learning has assumed that formative assessments and classroompractices would be an unqualified success in terms of student learning outcomes. Making use of a variety of qualitativelyinterpreted focus groups, observations, and interviews and factor-analytic survey methods, the studies collected in thisvolume raise doubts as to the validity of this formulation. We commend this volume to readers hoping to stimulate theirown thinking and research in the area of student assessment. We believe the chapters will challenge researchers, policymakers, teacher educators, and instructors as to how assessment for learning can be implemented.…