Performance Assessment Multi Level Classes by Schimpl Verena (13 results)

Condition: New.

Condition: New.

Taschenbuch. Condition: Neu. Performance assessment in multi-level classes | How can I achieve a performance assessment that is appropriate for pupils in multi-level classes? | Verena Schimpl | Taschenbuch | Englisch | 2025 | Our Knowledge Publishing | EAN 9786209202551 | Verantwortliche Person für die EU: SIA OmniScriptum Publishing, Brivibas Gatve 197, 1039 RIGA, LETTLAND, customerservice[at]vdm-vsg[dot]de | Anbieter: preigu.

PAP. Condition: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

PAP. 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.

Paperback. Condition: new. Paperback. Looking back on the history of the school, the concept of performance has always played an important role. Above all, how and under what conditions it is to be assessed. Due to the constantly changing ideas and implementation of teaching, including cross-year teaching, the form of assessment must also be adapted accordingly. In this work, the topics of performance assessment and multi-level classes are defined separately and then linked. In this context, criteria for student-appropriate performance assessment were developed on the basis of theory. Using qualitative research, the advantages of multi-level classes, the forms of assessment and evaluation that have been tried and tested in practice, and selected forms of assessment are analysed on the basis of theory-based criteria. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Looking back on the history of the school, the concept of performance has always played an important role. Above all, how and under what conditions it is to be assessed. Due to the constantly changing ideas and implementation of teaching, including cross-year teaching, the form of assessment must also be adapted accordingly. In this work, the topics of performance assessment and multi-level classes are defined separately and then linked. In this context, criteria for student-appropriate performance assessment were developed on the basis of theory. Using qualitative research, the advantages of multi-level classes, the forms of assessment and evaluation that have been tried and tested in practice, and selected forms of assessment are analysed on the basis of theory-based criteria. 148 pp. Englisch.

Paperback. Condition: new. Paperback. Looking back on the history of the school, the concept of performance has always played an important role. Above all, how and under what conditions it is to be assessed. Due to the constantly changing ideas and implementation of teaching, including cross-year teaching, the form of assessment must also be adapted accordingly. In this work, the topics of performance assessment and multi-level classes are defined separately and then linked. In this context, criteria for student-appropriate performance assessment were developed on the basis of theory. Using qualitative research, the advantages of multi-level classes, the forms of assessment and evaluation that have been tried and tested in practice, and selected forms of assessment are analysed on the basis of theory-based criteria. This item is printed on demand. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

Paperback. Condition: new. Paperback. Looking back on the history of the school, the concept of performance has always played an important role. Above all, how and under what conditions it is to be assessed. Due to the constantly changing ideas and implementation of teaching, including cross-year teaching, the form of assessment must also be adapted accordingly. In this work, the topics of performance assessment and multi-level classes are defined separately and then linked. In this context, criteria for student-appropriate performance assessment were developed on the basis of theory. Using qualitative research, the advantages of multi-level classes, the forms of assessment and evaluation that have been tried and tested in practice, and selected forms of assessment are analysed on the basis of theory-based criteria. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.

Condition: New. Print on Demand.

Condition: New. PRINT ON DEMAND.

Taschenbuch. Condition: Neu. This item is printed on demand - Print on Demand Titel. Neuware -Looking back on the history of the school, the concept of performance has always played an important role. Above all, how and under what conditions it is to be assessed. Due to the constantly changing ideas and implementation of teaching, including cross-year teaching, the form of assessment must also be adapted accordingly. In this work, the topics of performance assessment and multi-level classes are defined separately and then linked. In this context, criteria for student-appropriate performance assessment were developed on the basis of theory. Using qualitative research, the advantages of multi-level classes, the forms of assessment and evaluation that have been tried and tested in practice, and selected forms of assessment are analysed on the basis of theory-based criteria.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 148 pp. Englisch.

Taschenbuch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Looking back on the history of the school, the concept of performance has always played an important role. Above all, how and under what conditions it is to be assessed. Due to the constantly changing ideas and implementation of teaching, including cross-year teaching, the form of assessment must also be adapted accordingly. In this work, the topics of performance assessment and multi-level classes are defined separately and then linked. In this context, criteria for student-appropriate performance assessment were developed on the basis of theory. Using qualitative research, the advantages of multi-level classes, the forms of assessment and evaluation that have been tried and tested in practice, and selected forms of assessment are analysed on the basis of theory-based criteria.