9786209136740 - Formative Assessment: challenges for practice in secondary education (a phenomenological analysis) de Coêlho De Oliveira, Sandra Maria (11 resultados)

Condición: New.

Condición: New.

Taschenbuch. Condición: Neu. Formative Assessment: challenges for practice in secondary education (a phenomenological analysis) | Sandra Maria Coêlho de Oliveira | Taschenbuch | Englisch | 2025 | Our Knowledge Publishing | EAN 9786209136740 | Verantwortliche Person für die EU: SIA OmniScriptum Publishing, Brivibas Gatve 197, 1039 RIGA, LETTLAND, customerservice[at]vdm-vsg[dot]de | Anbieter: preigu.

PAP. Condición: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

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.

Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware 172 pp. Englisch.

Paperback. Condición: new. Paperback. From a formative perspective, learning assessment serves to promote student learning. This is achieved through the most appropriate pedagogical support from teachers, which contributes to the regulation of teaching and learning activities in the sense of training, with the aim of improving educational quality, which translates into the development of students' potential throughout the learning process. Based on the assumption that learning assessment is procedural and constitutes a very complex element, it should be placed at the center of this research question: What are the impediments and possibilities for the implementation of formative assessment in the teaching practice of high school teachers in regular state public schools? In the educational context, this topic is very significant and deserves further analysis, with the aim of better understanding and identifying, based on the obstacles, the possibilities of what is necessary in order to contribute to the promotion of formative assessment in teaching practices developed in high school. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.

Condición: New. Print on Demand.

Condición: New. PRINT ON DEMAND.

Taschenbuch. Condición: Neu. This item is printed on demand - Print on Demand Titel. Neuware -From a formative perspective, learning assessment serves to promote student learning. This is achieved through the most appropriate pedagogical support from teachers, which contributes to the regulation of teaching and learning activities in the sense of training, with the aim of improving educational quality, which translates into the development of students' potential throughout the learning process. Based on the assumption that learning assessment is procedural and constitutes a very complex element, it should be placed at the center of this research question: What are the impediments and possibilities for the implementation of formative assessment in the teaching practice of high school teachers in regular state public schools In the educational context, this topic is very significant and deserves further analysis, with the aim of better understanding and identifying, based on the obstacles, the possibilities of what is necessary in order to contribute to the promotion of formative assessment in teaching practices developed in high school.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 172 pp. Englisch.

Taschenbuch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - From a formative perspective, learning assessment serves to promote student learning. This is achieved through the most appropriate pedagogical support from teachers, which contributes to the regulation of teaching and learning activities in the sense of training, with the aim of improving educational quality, which translates into the development of students' potential throughout the learning process. Based on the assumption that learning assessment is procedural and constitutes a very complex element, it should be placed at the center of this research question: What are the impediments and possibilities for the implementation of formative assessment in the teaching practice of high school teachers in regular state public schools In the educational context, this topic is very significant and deserves further analysis, with the aim of better understanding and identifying, based on the obstacles, the possibilities of what is necessary in order to contribute to the promotion of formative assessment in teaching practices developed in high school.