Da: GreatBookPrices, Columbia, MD, U.S.A.
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Condizione: New.
Condizione: New.
Da: GreatBookPrices, Columbia, MD, U.S.A.
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EUR 53,23
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Da: Ria Christie Collections, Uxbridge, Regno Unito
EUR 60,03
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Da: GreatBookPricesUK, Woodford Green, Regno Unito
EUR 60,02
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Da: GreatBookPricesUK, Woodford Green, Regno Unito
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Da: Revaluation Books, Exeter, Regno Unito
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Aggiungi al carrelloPaperback. Condizione: Brand New. 1st edition. 228 pages. 9.00x6.00x0.75 inches. In Stock.
Da: THE SAINT BOOKSTORE, Southport, Regno Unito
EUR 47,29
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Aggiungi al carrelloPaperback / softback. Condizione: New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days.
Da: PBShop.store UK, Fairford, GLOS, Regno Unito
EUR 62,52
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Aggiungi al carrelloPAP. Condizione: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.
Da: moluna, Greven, Germania
EUR 50,29
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Aggiungi al carrelloKartoniert / Broschiert. Condizione: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Colin Harrison is Professor of Literary Studies in Education at the University of Nottingham and Terry Salinger is a Senior Research Analyst at the American Institutes for Research, Washington DC.This book, along with its companion volume Ass.
Da: preigu, Osnabrück, Germania
EUR 69,15
Quantità: 5 disponibili
Aggiungi al carrelloTaschenbuch. Condizione: Neu. Assessing Reading 1 | Theory and Practice | Colin Harrison (u. a.) | Taschenbuch | Einband - flex.(Paperback) | Englisch | 1998 | Routledge | EAN 9780415148948 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu Print on Demand.
Da: AHA-BUCH GmbH, Einbeck, Germania
EUR 81,14
Quantità: 1 disponibili
Aggiungi al carrelloTaschenbuch. Condizione: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This book, along with its companion volume Assessing Reading 2: Changing Practice in Classrooms, was originally conceived as the major outcome from an international seminar on reading assessment held in England. It focuses particularly on theoretical and methodological issues, though with a clear series of links to practices in assessment, especially state and national approaches to classroom-based assessment in the USA, the UK and in Australia, at both primary and secondary levels.Chapters offer new perspectives on the theories that underlie the development and interpretation of reading assessments, national assessments and classroom-based assessment, challenging readers to think in different ways.