LEADER 01074nam a2200289 i 4500 001 991004082019707536 005 20020506113037.0 008 940111s1990 us ||| | eng 020 $a0520097505 035 $ab10598182-39ule_inst 035 $aEXGIL132014$9ExL 040 $aBiblioteca Interfacoltà$bita 082 04$a495.116 100 1 $aShen, Xiao-nan Susan$0185375 245 14$aThe prosody of Mandarin Chinese /$cXiao-nan Susan Shen 260 $aBerkeley ; Los Angeles ; Oxford :$bUniversity of California,$cc 1990 300 $aVII, 95 p. ;$c26 cm. 490 0 $aUniversity of California publications in linguistics ;$v118 650 4$aLingua cinese - Accento 650 4$aLingua cinese - Metrica 907 $a.b10598182$b23-02-17$c27-06-02 912 $a991004082019707536 945 $aLE002 495.116 SHA 945 $aLE002 Filol. II C 20$g1$i2002000464576$lle002$o-$pE0.00$q-$rl$s- $t0$u1$v0$w1$x0$y.i10683306$z27-06-02 996 $aProsody of Mandarin Chinese$9236892 997 $aUNISALENTO 998 $ale002$b01-01-94$cm$da $e-$feng$gus $h4$i1 LEADER 03435nam 22006855 450 001 9910780046503321 005 20230717155450.0 010 $a1-280-20775-2 010 $a9786610207756 010 $a0-306-47227-9 024 7 $a10.1007/0-306-47227-9 035 $a(CKB)111056486604454 035 $a(EBL)3035370 035 $a(DE-He213)978-0-306-47227-5 035 $a(MiAaPQ)EBC3035370 035 $a(MiAaPQ)EBC219636 035 $a(Au-PeEL)EBL219636 035 $a(OCoLC)55045995 035 $a(EXLCZ)99111056486604454 100 $a20100301d2001 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aFormative Assessment and Science Education$b[electronic resource] /$fby Beverley Bell, Bronwen Cowie 210 1$aDordrecht :$cSpringer Netherlands :$cImprint: Springer,$d2001. 215 $a1 online resource (154 p.) 225 1 $aScience & Technology Education Library,$x1878-0482 ;$v12 300 $aDescription based upon print version of record. 311 $a0-7923-6769-3 327 $aA Review of the Relevant Literature -- A Case Study of Formative Assessment -- The Characteristics of Formative Assessment -- A Model of Formative Assessment -- Cameos of Formative Assessment -- Learning and Formative Assessment -- Doing Formative Assessment. 330 $aFormative Assessment and Science Education documents the findings of a research project which investigated the ways in which teachers and students used formative assessment to improve the teaching and learning of science in some New Zealand classrooms. The research documented in this book used the definition of formative assessment as `the process used by teachers and students to recognise and respond to students' learning, in order to enhance that learning, during the learning'. The book contains one detailed case study from the research, as well as cameos of instances of formative assessment. The book also contains two summaries of the research findings - a model developed to describe the process of formative assessment used by the teachers and students involved in the research, and a summary of the characteristics of formative assessment. The findings are also theorised with respect to sociocultural and discursive views of learning. This research will be of interest to graduate students and researchers, as well as teacher educators, curriculum developers, and assessment specialists. 410 0$aScience & Technology Education Library,$x1878-0482 ;$v12 606 $aEducation 606 $aScience education 606 $aAssessment 606 $aEducation 606 $aScience Education 606 $aAssessment, Testing and Evaluation 606 $aLearning & Instruction 606 $aEducation, general 615 0$aEducation. 615 0$aScience education. 615 0$aAssessment. 615 14$aEducation. 615 24$aScience Education. 615 24$aAssessment, Testing and Evaluation. 615 24$aLearning & Instruction. 615 24$aEducation, general. 676 $a507/.1/093 700 $aBell$b Beverley$01569456 702 $aCowie$b Bronwen 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910780046503321 996 $aFormative Assessment and Science Education$93842384 997 $aUNINA