LEADER 00775nam0-22002651i-450- 001 990001181380403321 035 $a000118138 035 $aFED01000118138 035 $a(Aleph)000118138FED01 035 $a000118138 100 $a20000920d1983----km-y0itay50------ba 101 1$aeng 200 1 $aDifference methods and their extrapolations$fby MARCHUK G.I. 210 $aNew York [etc.]$cSpringer-Verlag$d1983. 225 1 $aApplications of mathematics$v19 700 1$aMarcuk,$bGurij Ivanovic$049044 702 1$aShaidurov,$bV.V. 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990001181380403321 952 $aC-39-(19$b5361$fMA1 959 $aMA1 996 $aDifference methods and their extrapolations$9342233 997 $aUNINA DB $aING01 LEADER 01395nam 2200349 450 001 9910305151503321 005 20230814230826.0 010 $a1-5386-5832-1 035 $a(CKB)4100000007451968 035 $a(WaSeSS)IndRDA00122833 035 $a(EXLCZ)994100000007451968 100 $a20200508d2018 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$a2018 IV International Conference on Information Technologies in Engineering Education $eInforino 2018 : proceedings : National Research University "Moscow Power Engineering Institute" (MPEI), Moscow, Russia, October 23 - 26, 2018 /$fInstitute of Electrical and Electronics Engineers 210 1$aPiscataway, New Jersey :$cInstitute of Electrical and Electronics Engineers,$d2018. 215 $a1 online resource (792 pages) 311 $a1-5386-5833-X 606 $aComputer-assisted instruction$vCongresses 606 $aEngineering$xStudy and teaching (Higher)$vCongresses 615 0$aComputer-assisted instruction 615 0$aEngineering$xStudy and teaching (Higher) 676 $a371.334 801 0$bWaSeSS 801 1$bWaSeSS 906 $aPROCEEDING 912 $a9910305151503321 996 $a2018 IV International Conference on Information Technologies in Engineering Education$92536543 997 $aUNINA LEADER 04367nam 2200721Ia 450 001 9910964869803321 005 20250204113239.0 010 $a9781483306032 010 $a1483306038 010 $a9781322307237 010 $a1322307237 010 $a9781782689140 010 $a1782689141 010 $a9781452262055 010 $a1452262055 035 $a(OCoLC)809969516 035 $a(MiFhGG)GVRL6MRM 035 $a(CKB)2670000000233395 035 $a(MiAaPQ)EBC1207749 035 $a235861 035 $a(MiFhGG)9781452262055 035 $a(StDuBDS)EDZ0000052737 035 $a(EXLCZ)992670000000233395 100 $a20120831d2013 uy 0 101 0 $aeng 135 $aurun|---uuuua 181 $ctxt 182 $cc 183 $acr 200 00$aSAGE handbook of research on classroom assessment /$fedited by James H. McMillan 210 $aLos Angeles $cSAGE$dc2013 210 1$aLos Angeles :$cSAGE,$d2013. 215 $a1 online resource (xxvii, 544 pages) $cillustrations 225 0 $aGale eBooks 300 $aDescription based upon print version of record. 311 08$a9781452218649 311 08$a1452218641 311 08$a9781412995870 311 08$a1412995876 320 $aIncludes bibliographical references and index. 327 $aCover; Brief Contents; Detailed Contents; Foreword; Preface; SECTION 1: Important Contexts for Research on Classroom Assessment; 1 - Why We Need Research on Classroom Assessment; 2 - Classroom Assessment in the Context of Learning Theory and Research; 3 - Classroom Assessment in the Context of Motivation Theory and Research; 4 - Classroom Assessmentin the Context of High-Stakes Testing; 5 - Research on Teacher Competency in Classroom Assessment; SECTION 2: Technical Quality of Classroom Assessments; 6 - Validity in Classroom Assessment: Purposes, Properties, and Principles 327 $a7 - Reliability in Classroom Assessment8 - Fairness in Classroom Assessment; 9 - Measuring Classroom Assessment Practices; SECTION 3: Formative Assessment; 10 - Formative and Summative Aspects of Assessment: Theoretical and Research Foundations in the Context of Pedagogy; 11 - Gathering Evidence of Student Understanding; 12 - Feedback and Instructional Correctives; 13 - Examining Formative Feedback in the Classroom Context: New Research Perspectives; SECTION 4: Summative Assessment; 14 - Research on Classroom Summative Assessment; 15 - Grading; SECTION 5: Methods of Classroom Assessment 327 $a16 - Constructed-Response Approaches for Classroom Assessment17 - Writing Selected-Response Items for Classroom Assessment; 18 - Performance Assessment; 19 - Portfolios andE-Portfolios: Student Reflection, Self-Assessment, and Goal Setting in the Learning Process; 20 - Understanding and Assessing the Social-Emotional Attributes of Classrooms; 21 - Student Self-Assessment; 22 - Peers as a Source of Formative and Summative Assessment; SECTION 6: Differentiated Classroom Assessment; 23 - Differentiation and Classroom Assessment; 24 - Classroom Assessment in Special Education 327 $a25 - Classroom Assessment in Mathematics26 - Research on Assessment in the Social Studies Classroom; 27 - Assessment in the Science Classroom: Priorities, Practices, and Prospects; 28 - Classroom Assessment in Writing; Index; About the Authors 330 8 $aA comprehensive source of research on all aspects of K-12 classroom assessment in which the emphasis will be on theory, conceptual frameworks, and all types of research (quantitative, qualitative, mixed method) to provide in-depth of understanding of the knowledge base in each area of classroom assessment and how to conduct inquiry in the area. 517 3 $aResearch on classroom management 606 $aEducational tests and measurements 606 $aExaminations$xInterpretation 606 $aExaminations$xValidity 606 $aExaminations 615 0$aEducational tests and measurements. 615 0$aExaminations$xInterpretation. 615 0$aExaminations$xValidity. 615 0$aExaminations. 676 $a371.26/2 701 $aMcMillan$b James H$01374714 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910964869803321 996 $aSAGE handbook of research on classroom assessment$94413452 997 $aUNINA