01520nam0-22004571i-450-99000552332020331620050624120000.0000552332USA01000552332(ALEPH)000552332USA0100055233220050615d1973-------|0itac50------baitaIT|||| |||||<<La >> via cinese al socialismoeconomia e politica nella Rivoluzione culturaleE. L. WheelwrightBruce McFarlaneTorinoEinaudic1973280 p.18 cmSerie politica37.trad. di Vittorio De Tassis, tit. or. : The Chinese Road to Socialism2001Serie politica37.001USA192412001<<The >> Chinese Road to Socialism21615Rivoluzione culturaleCinaSOCinaSviluppo economico1949-1973SOTorino330.951Economia dei singoli paesi - Cina21WHEELWRIGHT,Edward Lawrence173228MCFARLANE,Bruce173229DE_TASSIS,VittorioEinaudiITSOL20120104990005523320203316DIP.TO SCIENZE ECONOMICHE - (SA)DS 300 330.95 WHE398 DISES300 330.95 WHE398 DISESBKDISES20121027USA01153220121027USA011613Chinese road to socialism21615UNISAUSA1388604899nam 2200589 450 991048029350332120170822145247.01-4522-9618-91-4522-1102-7(CKB)3710000000456948(EBL)1386463(OCoLC)922907017(MiAaPQ)EBC1386463(EXLCZ)99371000000045694820150812h20092009 uy 0engur|n|---|||||rdacontentrdamediardacarrierDeveloping performance-based assessments grades 6-12 /Nancy P. GallavanThousand Oaks, California :Corwin Press,2009.©20091 online resource (240 p.)Description based upon print version of record.1-4129-6981-6 Includes bibliographical references and index.""Cover""; ""Contents""; ""Acknowledgments""; ""About the Author""; ""Introduction""; ""Chapter 1 - Examining the Many Purposes of Assessment""; ""Demystify Performance-Based Assessments""; ""Understand the Six Components of Assessment""; ""Picture the Continuous Flow of Assessment""; ""Know the Reasons for Selecting Your Assessments . . .""; ""Extend with Questions and Activities""; ""Chapter 2 - Planning Assessments to Promote Understanding""; ""Use Formal and Informal Assessments""; ""Become a Data-Driven Teacher""; ""Understand Assessment Principles and Practices""""Watch for Common Errors in Assessing""""Visualize the Overall Process . . .""; ""Extend with Questions and Activities""; ""Chapter 3 - Collecting Baseline Data for Preassessments""; ""Set Three Goals to Guide Your Preassessments""; ""Question Each of the Six Components of Assessment""; ""Keep Anecdotal Records""; ""Follow These Guidelines as You Preassess""; ""Realize That Assessment is a Continuous Process . . .""; ""Extend with Questions and Activities""; ""Chapter 4 - Aligning Appropriate Formative Assessments""; ""Consider the Six Components of Assessment""; ""Design Your Curriculum""""Align Assessments with Curriculum and Instruction""""Explore Cognition via Patterns of Thought""; ""Plan with Competence and Confidence . . .""; ""Extend with Questions and Activities""; ""Chapter 5 - Incorporating Learning, Assigning Instruction Followed by Feedback and Correction""; ""Assign Your Instruction and Activities""; ""Employ Multiple Instructional Strategies""; ""Consider These Assessment Recommendations""; ""Include All Kinds of Questions with Your Formative Assessments""; ""Optimize the Feedback""; ""Involve Your Learners in the Process""""Have Fun with Formative Assessments . . .""""Extend with Questions and Activities""; ""Chapter 6 - Administering Summative Assessments""; ""Connect to the Goals and Components of Assessment""; ""Create Your Summative Assessments""; ""Prepare Learners for Summative Assessments""; ""Set Your Sights on the Five As""; ""Continue the Assessment Cycle . . .""; ""Extend with Questions and Activities""; ""Chapter 7 - Identifying What to Assess: Inviting the Five Types of Inquiry and Information""; ""Introduce the Five Types of Inquiry""; ""Balance Three Conditions with Five Types of Inquiry""""Delve Into Responses""""Enhance Variety in Your Inquiries""; ""Include All Types of Thinking, Acting, and Feeling . . .""; ""Extend with Questions and Activities""; ""Chapter 8 - Analyzing How to Assess: Applying the Five Forms of Appraisal and Authentication""; ""Analyze the Five Forms of Appraisal and Authentication""; ""Implement Assessments Purposefully""; ""Develop Appraisals to Showcase Learning . . .""; ""Extend with Questions and Activities""; ""Chapter 9 - Creating Assessment Templates and Rubrics""; ""Construct the Assessment Template""; ""Build Rubrics""""Let Your Templates and Rubrics Do the Work for You . . .""This book guides educators through an assessment process that is fully integrated with the daily curriculum and designed to significantly improve student performance.Educational tests and measurementsUnited StatesCompetency-based educational testsUnited StatesMiddle school studentsRating ofUnited StatesHigh school studentsRating ofUnited StatesElectronic books.Educational tests and measurementsCompetency-based educational testsMiddle school studentsRating ofHigh school studentsRating of371.27Gallavan Nancy P.900367MiAaPQMiAaPQMiAaPQBOOK9910480293503321Developing performance-based assessments2011525UNINA04278nam 2200745 a 450 99646598140331620200520144314.01-280-38943-597866135673523-642-16086-710.1007/978-3-642-16086-8(CKB)2670000000045138(SSID)ssj0000446837(PQKBManifestationID)11308429(PQKBTitleCode)TC0000446837(PQKBWorkID)10504528(PQKB)10674718(DE-He213)978-3-642-16086-8(MiAaPQ)EBC3065870(Au-PeEL)EBL3065870(CaPaEBR)ebr10419671(CaONFJC)MIL356735(OCoLC)676698660(BIP)032334106(PPN)149024592(EXLCZ)99267000000004513820100816d2010 uy 0engurnn|008mamaatxtccrA common case study for aspect-oriented modeling[electronic resource] /Shmuel Katz, Mira Mezini, Joerg Kienzle (eds.)1st ed. 2010.Berlin ;New York Springer20101 online resource (XV, 423 p. 234 illus.) Lecture notes in computer science,0302-9743 ;6210Transactions on aspect-oriented software development,1864-3027 ;7Bibliographic Level Mode of Issuance: Monograph3-642-16085-9 Includes bibliographical references and index.Crisis Management Systems: A Case Study for Aspect-Oriented Modeling -- Requirements Modeling with the Aspect-oriented User Requirements Notation (AoURN): A Case Study -- Relating Feature Models to Other Models of a Software Product Line -- Aspect-Oriented Development Using Protocol Modeling -- Using VCL as an Aspect-Oriented Approach to Requirements Modelling -- Workflow Design Using Fragment Composition -- Modeling the Car Crash Crisis Management System Using HiLA -- Aspect-Oriented Design with Reusable Aspect Models -- A Graph-Based Aspect Interference Detection Approach for UML-Based Aspect-Oriented Models -- Discovery of Stable Abstractions for Aspect-Oriented Composition in the Car Crash Management Domain.– Those who want to learn about AOM ?nd in this special issue a concise collection of descriptions of solid and mature AOM approaches. They only have to take the time to understand one case study in order to appreciate the sample models shown in all papers. – Those who want to apply AOM for a particular purpose and are looking for the most appropriate AOM technique can use the papers presented in this specialissue to identify the mostpromisingapproach(es).By identifying similarities between their problem and the case study they should be able to determine candidate AOM approaches easily. – Those working on their own AOM approach can readily identify approaches that were able to handle concerns that their own approach is not able to handle elegantly. This stimulates cross-fertilization between approaches and collaborative research. – Thoseengineering researchersthat areworkingon enhancing softwaredev- opment processes can use the example models presented in this special issue to understand the potential bene?ts of using AOM techniques at di?erent phases of the software development life-cycle.Lecture notes in computer science ;6210.Computer softwareDevelopmentObject-oriented programming (Computer science)Aspect-oriented programmingObject-Oriented Programming (Computer Science)Computer SoftwareAspect-Oriented ProgrammingComputersComputer softwareDevelopment.Object-oriented programming (Computer science)Aspect-oriented programming.005.1Katz ShmuelothMezini MiraothKienzle JörgothMiAaPQMiAaPQMiAaPQBOOK996465981403316A common case study for aspect-oriented modeling3422161UNISA