| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Alternative assessment for learner engagement in a climate of performativity: lessons from an English case study
|
James, David
|
|
2007
|
14 |
3 |
p. 353-371
|
artikel
|
| 2 |
Assessment as learning? How the use of explicit learning objectives, assessment criteria and feedback in post-secondary education and training can come to dominate learning.
|
Torrance, Harry
|
|
2007
|
14 |
3 |
p. 281-294
|
artikel
|
| 3 |
Assessment in post-secondary education and training: editorial introduction
|
Torrance, Harry
|
|
2007
|
14 |
3 |
p. 277-279
|
artikel
|
| 4 |
Commitment, compliance and comfort zones: the effects of formative assessment on vocational education students' learning careers
|
Ecclestone, Kathryn
|
|
2007
|
14 |
3 |
p. 315-333
|
artikel
|
| 5 |
Formality and informality in the summative assessment of motor vehicle apprentices: a case study
|
Colley, Helen
|
|
2007
|
14 |
3 |
p. 295-314
|
artikel
|
| 6 |
Formative assessment in adult language, literacy and numeracy
|
Looney, Janet
|
|
2007
|
14 |
3 |
p. 373-386
|
artikel
|
| 7 |
Modular mayhem? A case study of the development of the A-level science curriculum in England
|
Hayward, Geoff
|
|
2007
|
14 |
3 |
p. 335-351
|
artikel
|
| 8 |
Perils in the meticulous specification of goals and assessment criteria
|
Sadler, D. Royce
|
|
2007
|
14 |
3 |
p. 387-392
|
artikel
|
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