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010   $a1-283-34336-3
010   $a9786613343369
010   $a0-335-23945-5
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035   $a(EBL)650322
035   $a(OCoLC)701704762
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100   $a20110307d2010      uy             0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt
182   $cc
183   $acr
200 10$aTransforming formative assessment in lifelong learning$b[electronic resource] /$fKathryn Ecclestone ; with Jennie Davies, Jay Derrick and Judith Gawn
210   $aBerkshire, England $cOpen University Press$d2010
215   $a1 online resource (245 p.)
300   $aDescription based upon print version of record.
311   $a0-335-23654-5 
320   $aIncludes bibliographical references and index.
327   $asection 1. Formative assessment in lifelong learning -- section 2. Formative assessment in practice -- section 3. Transforming formative assessment.
330   $aThrough a series of case studies, the book highlights how factors in one learning context can conspire to make feedback and other forms of formative assessment highly instrumental, whilst in others this can be a springboard to deep and meaningful learning.
606   $aContinuing education
606   $aEducational tests and measurements
608   $aElectronic books.
615  0$aContinuing education.
615  0$aEducational tests and measurements.
676   $a373.126
676   $a374.1260941
700   $aEcclestone$b Kathryn$0848495
701   $aDavies$b Jennie$0898313
701   $aDerrick$b Jay$0898314
701   $aGawn$b Judith$0898315
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910460098103321
996   $aTransforming formative assessment in lifelong learning$92007146
997   $aUNINA