| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A model of interplay between student English achievement and the joint affective factors in a high-stakes test change context: model construction and validity
|
ShayesteFar, Parvaneh
|
|
|
32 |
3 |
p. 335-371
|
artikel
|
| 2 |
Correction to: Teachers responding to cultural diversity: case studies on assessment practices, challenges and experiences in secondary schools in Austria, Ireland, Norway and Turkey
|
Herzog-Punzenberger, Barbara
|
|
|
32 |
3 |
p. 425-426
|
artikel
|
| 3 |
Do student ratings provide reliable and valid information about teaching quality at the school level? Evaluating measures of science teaching in PISA 2015
|
Aditomo, Anindito
|
|
|
32 |
3 |
p. 275-310
|
artikel
|
| 4 |
EFL reading test on mobile versus on paper: a study from metacognitive strategy use to test-media impacts
|
Zou, Xiao-Ling
|
|
|
32 |
3 |
p. 373-394
|
artikel
|
| 5 |
Measuring teaching quality, designing tests, and transforming feedback targeting various education actors
|
Skedsmo, Guri
|
|
|
32 |
3 |
p. 271-273
|
artikel
|
| 6 |
Teachers responding to cultural diversity: case studies on assessment practices, challenges and experiences in secondary schools in Austria, Ireland, Norway and Turkey
|
Herzog-Punzenberger, Barbara
|
|
|
32 |
3 |
p. 395-424
|
artikel
|
| 7 |
The role of feedback acceptance and gaining awareness on teachers’ willingness to use inspection feedback
|
Quintelier, Amy
|
|
|
32 |
3 |
p. 311-333
|
artikel
|
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