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9780805896022 - A Multidimensional Approach to Achievement Validation: a Special Issue of Educational Assessment (17 results)
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Educational Assessment, Volume 8 : A Multidimensional Approach to Achievement Validation, Number 2
Language: English
Published by Lawrence Erlbaum Associates, Publishers, Mahwah, New Jersey, 2002
ISBN 10: 0805896023 ISBN 13: 9780805896022
Seller: Pages Past--Used & Rare Books, Greensboro, NC, U.S.A.
Seller rating 5 out of 5 stars
Soft cover. Condition: Fine. 8vo. 205 pages. Purple soft cover. Fresh, clean and unmarked.
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Condition: As New. Unread book in perfect condition.
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Educational Assessment, Volume 8
Language: English
Published by Taylor & Francis Group, 2003
ISBN 10: 0805896023 ISBN 13: 9780805896022
Condition: New. pp. 132.
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A Multidimensional Approach to Achievement Validation: A Special Issue of Educational Assessment
Language: English
Published by Taylor & Francis Inc, 2003
ISBN 10: 0805896023 ISBN 13: 9780805896022
Seller: THE SAINT BOOKSTORE, Southport, United Kingdom
Seller rating 5 out of 5 stars
Paperback / softback. Condition: New. New copy - Usually dispatched within 4 working days.
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Multidimensional Approach to Achievement Validation : A Special Issue of Educational Assessment
Seller: GreatBookPricesUK, Woodford Green, United Kingdom
Seller rating 5 out of 5 stars
Condition: As New. Unread book in perfect condition.
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Multidimensional Approach to Achievement Validation : A Special Issue of Educational Assessment
Seller: GreatBookPricesUK, Woodford Green, United Kingdom
Seller rating 5 out of 5 stars
Condition: New.
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Educational Assessment, Volume 8
Language: English
Published by Taylor & Francis Group, 2003
ISBN 10: 0805896023 ISBN 13: 9780805896022
Condition: New. pp. 132.
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A Multidimensional Approach to Achievement Validation: A Special Issue of Educational Assessment: Vol 8
Language: English
Published by Lawrence Erlbaum Assoc Inc, 2003
ISBN 10: 0805896023 ISBN 13: 9780805896022
Paperback. Condition: Brand New. 1st edition. 128 pages. 8.50x5.50x0.25 inches. In Stock.
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A Multidimensional Approach to Achievement Validation: A Special Issue of Educational Assessment
Language: English
Published by Taylor & Francis Inc, 2003
ISBN 10: 0805896023 ISBN 13: 9780805896022
Seller: THE SAINT BOOKSTORE, Southport, United Kingdom
Seller rating 5 out of 5 stars
Paperback / softback. Condition: New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days.
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Educational Assessment, Volume 8
Language: English
Published by Taylor & Francis Group, 2003
ISBN 10: 0805896023 ISBN 13: 9780805896022
Condition: New. pp. 132 23:B&W 6 x 9 in or 229 x 152 mm Perfect Bound on White w/Gloss Lam This item is printed on demand.
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PAP. Condition: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.
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A Multidimensional Approach to Achievement Validation
Seller: PBShop.store UK, Fairford, GLOS, United Kingdom
Seller rating 4 out of 5 stars
£ 60.26
£ 3.29 shipping
Ships from United Kingdom to U.S.A.Quantity: Over 20 available
Add to basketPAP. Condition: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.
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Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Richard J. Shavelson, Robert W. RoeserTwo of the most interesting conceptual turns in Richard E. Snow s thinking called for: a broadening of the concept of aptitude to include not only cognitive processes, but also affective and cognative processes a.
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Taschenbuch. Condition: Neu. A Multidimensional Approach to Achievement Validation | A Special Issue of Educational Assessment | Richard J. Shavelson (u. a.) | Taschenbuch | Einband - flex.(Paperback) | Englisch | 2003 | Routledge | EAN 9780805896022 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu Print on Demand.
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Taschenbuch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Two of the most interesting conceptual turns in Richard E. Snow's thinking called for: a broadening of the concept of aptitude to include not only cognitive processes, but also affective and cognative processes as essential for understanding academic performance and learning; and an exploration of the possibility that individual differences in learning and achievement emerge from dynamic person-situation transactions that unfold over time. The articles in this special issue address these 'big ideas' through the lens of a study of high school students' achievement in science.
