LEADER 00989nam0-22002891i-450- 001 990000037090403321 035 $a000003709 035 $aFED01000003709 035 $a(Aleph)000003709FED01 035 $a000003709 100 $a20011111d--------km-y0itay50------ba 101 0 $aita 105 $ay-------001yy 200 1 $aSupplemento al primo tomo del corso completo di matematiche pure in cui si analizzano vari problemi di geometriapiana da R. Gentile$fG. B. De Simmo. 210 $aNapoli$cStamperia del Fibreno$d1854 215 $a25 p.$c2 tav.$d23 cm 610 0 $aGeometria piana 676 $a516.05 700 1$aDe Simmo,$bG. B.$0331703 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990000037090403321 952 $a13 AR 16 C 02$b62$fFINBC 959 $aFINBC 996 $aSupplemento al primo tomo del corso completo di matematiche pure in cui si analizzano vari problemi di geometriapiana da R. Gentile$9106197 997 $aUNINA DB $aING01 LEADER 03821oam 22005172 450 001 9910494584503321 005 20191007154304.0 010 $a90-04-38567-3 024 7 $a10.1163/9789004385672 035 $a(CKB)4100000008953340 035 $a(MiAaPQ)EBC5847342 035 $a(OCoLC)1111961477 035 $a(nllekb)BRILL9789004385672 035 $a(EXLCZ)994100000008953340 100 $a20190929h20192019 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aDeveloping teachers' assessment literacy $ea tapestry of ideas and inquiries /$fby Kim Koh, Cecille DePass and Sean Steel 210 1$aLeiden Boston :$cBrill | Sense,$d2019. 215 $a1 online resource (137 pages) 225 1 $aTransgressions: Cultural Studies and Education;$vvolume134 300 $aIncludes index. 311 $a90-04-38565-7 311 $a90-04-38566-5 327 $tFront Matter -- Copyright page -- Notes on Authors -- Prologue /$rKim Koh and Cecille DePass -- Introduction /$rKim Koh -- Crossing Borders: Navigating Assessments and Evaluations in International Contexts /$rCecille DePass -- A Tale of Two Education Systems /$rKim Koh -- Designing Teacher Education to Promote the Love of Wisdom within a Competency-Based Assessment System /$rSean Steel -- Looking Forward /$rCecille DePass and Kim Koh -- Back Matter -- Index. 330 $aSince the turn of the 21st century, developing teachers? assessment literacy has been recognized as one of the key levers for improving instructional practice and student learning in light of the education reforms worldwide. A substantial body of literature is focused on teachers? assessment literacy or teachers? capacity in assessment, and teachers? continuing professional development in assessment. As we approach the third decade of the 21st century, developing teachers? assessment literacy needs to be more responsive to the need of both preservice and inservice teachers who come from linguistically and culturally diverse backgrounds. The authors concur that both preservice and inservice teachers in today?s complex educational contexts require a deeper level of understanding of assessment. Additionally, teachers are highly encouraged to appreciate the history of educational assessment in different sociocultural and political contexts, as well as to know how to determine the merits of a range of assessment practices best suited for their lesson planning and classroom teaching. In this book, the authors discuss significant aspects of developing teachers? assessment literacy in different sociocultural and political contexts. Based on their respective educational backgrounds, academic experiences, and applied fields of study, each of the authors presents a critical response to the topic of assessment. Their accounts represent the complexity of the subject through a breadth and range of content and perspectives. By expanding the terms of reference regarding assessment, the authors have developed a book with a far richer panorama on assessment as a springboard for inquiry. 410 0$aTransgressions: Cultural Studies and Education;$vvolume134. 606 $aTeachers$xTraining of$xPhilosophy 606 $aTeachers$xConduct of life 608 $aElectronic books. 615 0$aTeachers$xTraining of$xPhilosophy. 615 0$aTeachers$xConduct of life. 676 $a379.158 700 $aKoh$b Kim Hong$f1969-$01041261 702 $aDePass$b Cecille 702 $aSteel$b Sean$f1972- 712 02$aBrill Academic Publishers. 801 0$bNL-LeKB 801 1$bNL-LeKB 906 $aBOOK 912 $a9910494584503321 996 $aDeveloping teachers' assessment literacy$92464659 997 $aUNINA LEADER 01807nas 2200541-a 450 001 9910145815703321 005 20231002210506.0 035 $a(CKB)991042754207610 035 $a(CONSER)sn-99026221- 035 $a(EXLCZ)99991042754207610 100 $a19991001a19979999 --- a 101 0 $aeng 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 04$aThe American Jewish archives journal /$fpublished by the Jacob Rader Marcus Center of the American Jewish Archives 210 $aCincinnati, Ohio $cThe Center$d©1999- 215 $a1 online resource 300 $a"A journal devoted to the preservation and study of the American Jewish experience." 311 $aPrint version: The American Jewish archives journal / (DLC)sn 99026221 (OCoLC)42470120 1537-7989 531 $aAMERICAN JEWISH ARCHIVES JOURNAL 531 0 $aAm. jew. arch. j. 606 $aJews$zUnited States$vPeriodicals 606 $aJews$zUnited States$vBibliography 606 $aJuifs$zÉtats-Unis$vPériodiques 606 $aJuifs$zÉtats-Unis$vBibliographie 606 $aJews$2fast$3(OCoLC)fst00983135 606 $aJews$zUnited States$xHistory$vPeriodicals$2nli 607 $aUnited States$2fast 608 $aPeriodical. 608 $aperiodicals.$2aat 608 $aBibliographies.$2fast 608 $aPeriodicals.$2fast 608 $aPeriodicals.$2lcgft 608 $aPériodiques.$2rvmgf 615 0$aJews 615 0$aJews 615 6$aJuifs 615 6$aJuifs 615 7$aJews. 615 7$aJews$xHistory 676 $a296 712 02$aJacob Rader Marcus Center, 906 $aJOURNAL 912 $a9910145815703321 920 $aexl_impl conversion 996 $aThe American Jewish archives journal$92566897 997 $aUNINA