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In den WarenkorbPaperback. Zustand: Very Good. Fair Test? Assessment, Achievement and Equity (UK Higher Education OUP Humanities & Social Sciences Education OUP) This book is in very good condition and will be shipped within 24 hours of ordering. The cover may have some limited signs of wear but the pages are clean, intact and the spine remains undamaged. This book has clearly been well maintained and looked after thus far. Money back guarantee if you are not satisfied. See all our books here, order more than 1 book and get discounted shipping.
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In den WarenkorbPaperback. Zustand: Very Good. This book is in very good condition and will be shipped within 24 hours of ordering. The cover may have some limited signs of wear but the pages are clean, intact and the spine remains undamaged. This book has clearly been well maintained and looked after thus far. Money back guarantee if you are not satisfied. See all our books here, order more than 1 book and get discounted shipping.
Sprache: Englisch
Verlag: Open University Press, Buckingham, 1994
ISBN 10: 0335156738 ISBN 13: 9780335156733
Anbieter: PsychoBabel & Skoob Books, Didcot, Vereinigtes Königreich
EUR 4,50
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In den WarenkorbZustand: New. pp. 322 22:B&W 5.5 x 8.5 in or 216 x 140 mm (Demy 8vo) Perfect Bound on White w/Gloss Lam.
Zustand: Good. Item in good condition. Textbooks may not include supplemental items i.e. CDs, access codes etc.
Anbieter: Ria Christie Collections, Uxbridge, Vereinigtes Königreich
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In den WarenkorbZustand: New. In.
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In den WarenkorbZustand: New. InhaltsverzeichnisrnrnnDefining equitysex differences in intellectual abilitiesintelligence and intelligence testinginternational surveys of achievementnational assessment programmes - the APU, the NAEPNational Curriculum ass.
Sprache: Englisch
Verlag: Mcgraw-Hill Publishing Company Mär 1994, 1994
ISBN 10: 0335156738 ISBN 13: 9780335156733
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
Taschenbuch. Zustand: Neu. Neuware - How far is assessment fair In this evaluation of research from a wide range of countries the authors examine the evidence for differences in performance among gender and ethnic groups on various forms of assessment. They explore the reasons put forward for these observed differences and clarify the issues involved. The authors' concern is that assessment practice and interpretation of results are just for all groups. This is a complex field in which access to schooling, the curriculum offered, pupil motivation and esteem, teacher stereotype and expectation all interact with the mode of assessment. This analytical and comprehensive overview should be of interest to educators.