LEADER 01284nam 2200361Ia 450 001 996386133003316 005 20221108095005.0 035 $a(CKB)4940000000076356 035 $a(EEBO)2240972922 035 $a(OCoLC)12295654 035 $a(EXLCZ)994940000000076356 100 $a19850723d1700 uy | 101 0 $aeng 135 $aurbn||||a|bb| 200 10$aGod's goodness to this Israel in all ages$b[electronic resource] $ebeing the substance of some sermons on Psalm LXXIII, I/ by J.F., minister of the gospel 210 $aLondon $cPrinted for Tho. Parkhurst ...$d1700 215 $a[2], 91 p 300 $a"Truly God is good to Israel, even to such as are of a clean heart." 300 $aImperfect : pages torn. Title page-page 11 from Harvard copy spliced at end. 300 $aErrata : p. [2] on Harvard copy spliced at end. 300 $aReproduction of original in the British Library. 330 $aeebo-0018 606 $aSermons, English$y17th century 615 0$aSermons, English 700 $aJ. F$g(James Forbs),$f1629?-1712.$0845275 801 0$bEAI 801 1$bEAI 801 2$bUMI 801 2$bWaOLN 906 $aBOOK 912 $a996386133003316 996 $aGod's goodness to this Israel in all ages$92340531 997 $aUNISA LEADER 05127nam 2200493 450 001 9910619454903321 005 20231110220752.0 010 $a1-00-301839-4 010 $a1-003-01839-4 010 $a1-000-63460-4 010 $a1-000-63461-2 035 $a(MiAaPQ)EBC7072715 035 $a(Au-PeEL)EBL7072715 035 $a(CKB)24368353900041 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/93374 035 $a(EXLCZ)9924368353900041 100 $a20230110d2023 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aAssessment for experiential learning /$fCecilia Ka Yuk Chan 210 $cTaylor & Francis$d2023 210 1$aAbingdon, Oxon ;$aNew York, New York :$cRoutledge,$d[2023] 210 4$dİ2023 215 $a1 online resource (379 pages) 225 1 $aRoutledge Research in Education 311 08$aPrint version: Chan, Cecilia Ka Yuk Assessment for Experiential Learning Milton : Taylor & Francis Group,c2022 9780367863234 327 $aWhat is and is not experiential learning? -- Experiential learning theories and frameworks -- Assessing academic knowledge and experiential learning -- Designing experiential learning assessment -- Reflection as assessment in experiential learning -- Feedback in experiential learning -- Ethics in assessing experiential learning -- Assessment cases around the world -- Assessing experiential learning with technology -- Quality assurance and evaluation in experiential learning. 330 $aChan?s book explores the challenges in assessing experiential learning, deepens our understanding, and inspires readers to think critically about the purpose of assessment in experiential learning. Experiential learning has been studied and proven to be effective for student learning, particularly for the development of holistic competencies (i.e. 21st century skills, soft skills, transferable skills) considered essential for individuals to succeed in the increasingly global and technology-infused 21st century society. Universities around the world are now actively organising experiential learning activities or programmes for students to gain enriching and diversified learning experiences, however the assessment of these programmes tends to be limited, unclear, and contested. Assessment plays a central role in education policies and students? approach to learning. But do educators know how to assess less traditional learning such as service learning, entrepreneurship, cross-discipline or cross-cultural projects, internships and student exchanges? While the current assessment landscape is replete with assessments that measure knowledge of core content areas such as mathematics, law, languages, science and social studies, there is a lack of assessments and research that focus on holistic competencies. How do we assess students? ability to think critically, problem solve, adapt, self-manage and collaborate? Central to the discussion in this book, is the reason students are assessed and how they should be assessed to bring out their best learning outcomes.?Offering a collection of best assessment practice employed by teachers around the world, this volume brings together both theoretical and empirical research that underpins assessment; and perceptions of different stakeholders ? understanding of assessment in experiential learning from students, teachers, and policymakers. The idea of assessment literacy also plays an important role in experiential learning, for example, reflection is often used in assessing students in experiential learning but how reflection literate are educators, are they aware of the ethical dilemmas that arise in assessing students? These questions are discussed in detail. The volume also introduces a quality assurance programme to recognise student development within experiential learning programmes. The book will be particularly informative to academic developers, teachers, students and community partners who struggle with the development and assessment for experiential learning, those who plan to apply for funding in experiential learning, and policymakers and senior managements seeking evidence and advice on fine-tuning curricular, assessment designs and quality assurance. 410 0$aRoutledge Research in Education 606 $aEducation$xMoral and ethical aspects 610 $aApproach to Develop;Assessment;Assessment Literacy;Best Practices;Capstone Projects;Community Service;Employability;Ethics;Evaluation;Experiential Learning;Field Trip;Generic Competencies;Higher Education;Internship;Quality Assurance;Service Learning;Student Perception;Teacher Perception;Transferable Skills;21st Century Skills 615 0$aEducation$xMoral and ethical aspects. 676 $a370.114 700 $aChan$b Cecilia Ka Yuk$01263439 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910619454903321 996 $aAssessment for Experiential Learning$92961332 997 $aUNINA LEADER 02113nam 2200505 450 001 9910798069103321 005 20200520144314.0 010 $a1-4258-9778-9 035 $a(CKB)3710000000551935 035 $a(MiAaPQ)EBC5882155 035 $a(Au-PeEL)EBL5882155 035 $a(OCoLC)1114972508 035 $a(EXLCZ)993710000000551935 100 $a20190926d2015 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aPracticing for today's tests$hLevel 3$iLanguage arts /$fauthor, Jennifer Prior 210 1$aHuntington Beach, California :$cShell Education,$d[2015] 210 4$dİ2015 215 $a1 online resource (120 pages) $cillustrations 225 1 $aTime for kids 311 $a1-4258-1436-0 327 $aIntroduction -- Informational practice exercises -- Literature practice exercises -- Poetry practice exercises -- Appendices. 330 $a"Help your students learn to interact wit texts in ways that prepare them for test taking while expanding their knowledge bases. Today's assessments are designed to promote the use of skills need for success in the 21st century. The practice exercises include informational texts, literature passages, and poems. Questions are carefully crafted to guide students as they approach the texts and share their understanding"--Back cover 410 0$aTime for kids. 606 $aEnglish language$xComposition and exercises$xExaminations$vStudy guides 608 $aexamination study guides.$2aat 608 $aExaminations.$2fast 608 $aStudy guides.$2fast 608 $aStudy guides.$2lcgft 608 $aExaminations.$2lcgft 608 $aGuides de l'e?tudiant.$2rvmgf 615 0$aEnglish language$xComposition and exercises$xExaminations 676 $a808.042076 700 $aPrior$b Jennifer Overend$f1963-$01527689 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910798069103321 996 $aPracticing for today's tests$93781391 997 $aUNINA