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Assessing Reading Theory Practice by Harrison Colin (16 results)
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Assessing Reading 1: Theory and Practice
Published by Taylor & Francis Ltd, 1998
ISBN 10: 0415148944 ISBN 13: 9780415148948
Language: English
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. 380.
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Assessing Reading 1: Theory and Practice (International Perspectives on Reading Assessment)
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Assessing Reading 1 : Theory and Practice : International Perspectives on Reading Assessment
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Assessing Reading 1 : Theory and Practice : International Perspectives on Reading Assessment
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Paperback. Condition: Brand New. 1st edition. 228 pages. 9.00x6.00x0.75 inches. In Stock.
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Assessing Reading 1: Theory and Practice
Published by Taylor & Francis Ltd, 1998
ISBN 10: 0415148944 ISBN 13: 9780415148948
Language: English
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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Assessing Reading 1: Theory and Practice
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£ 44.77
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Add to basketCondition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Colin Harrison is Professor of Literary Studies in Education at the University of Nottingham and Terry Salinger is a Senior Research Analyst at the American Institutes for Research, Washington DC.This book, along with its companion volume Ass.
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£ 72.23
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Add to basketTaschenbuch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This book, along with its companion volume Assessing Reading 2: Changing Practice in Classrooms, was originally conceived as the major outcome from an international seminar on reading assessment held in England. It focuses particularly on theoretical and methodological issues, though with a clear series of links to practices in assessment, especially state and national approaches to classroom-based assessment in the USA, the UK and in Australia, at both primary and secondary levels.Chapters offer new perspectives on the theories that underlie the development and interpretation of reading assessments, national assessments and classroom-based assessment, challenging readers to think in different ways.
