000			03807nam a22004575i 4500
999			_c98031 _d98031
001			978-981-10-9053-0
003			DE-He213
005			20191024124854.0
007			cr nn 008mamaa
008			180419s2018 si | s |||| 0|eng d
020			_a9789811090530
024	7		_a10.1007/978-981-10-9053-0 _2doi
040			_cМУБИС
050		4	_aLC5225.A75
050		4	_aLB2822.75
072		7	_aJNKD _2bicssc
072		7	_aEDU011000 _2bisacsh
072		7	_aJNDH _2thema
082	0	4	_a371.26 _223
245	1	0	_aTeacher Learning with Classroom Assessment _h[electronic resource] : _bPerspectives from Asia Pacific / _cedited by Heng Jiang, Mary F. Hill.
264		1	_aSingapore : _bSpringer Singapore : _bImprint: Springer, _c2018.
300			_aXVI, 201 p. 9 illus. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
505	0		_aChapter 1 Introduction: Teacher Learning and Classroom Assessment -- Chapter 2 Classroom Assessment Practices and Teacher learning: An Australian Perspective -- Chapter 3 Nauruan Perspectives of Assessment Learning through Assessment Use -- Chapter 4 Developing Assessment-capable Teachers through Engagement in Assessment for Learning (AfL): A New Zealand Study -- Chapter 5 Teachers' Understanding Implementing and Reflecting upon Classroom Assessment in Primary and Junior High Schools of China -- Chapter 6 Teacher Learning of Portfolio Assessment Practices: Testimonies of Two Writing Teachers -- Chapter 7 Integrating Assessment into Classroom Instruction to Create Zones of Development for Teachers and Learners: Some Perspectives from India -- Chapter 8 Teacher Learning from Classroom Assessment in Japan: Responsive and Emergent Classroom Assessment in Lesson Study -- Chapter 9 Professional Learning of Classroom Assessment in Singapore: Understanding Epistemic and Cultural Mediations of Practices through the Case of Pei Pei -- Chapter 10 Challenges and Opportunities in Implementing Formative Assessment in the Classroom: A Dutch Perspective -- Chapter 11 Curriculum and Policy Reform Impacts on Teachers' Assessment Learning: A South African Perspective -- Chapter 12 Classroom Assessment for Teacher Learning and Student Learning.
520			_aThis book discusses the interwoven themes of teacher learning and classroom assessment, highlighting the complexity and intricacy of these processes in a range of very different classroom contexts. The case studies demonstrate how classroom assessment is needed for teachers to learn about teaching and for them to be able to grow professionally and improve student learning. Although this volume is mainly situated in the unique and varied contexts of the Asia-Pacific region, it addresses the key issues of quality teaching, assessment, and accountability in a global context.
650		0	_aEducational tests and measuremen.
650	1	4	_aAssessment, Testing and Evaluation. _0http://scigraph.springernature.com/things/product-market-codes/O33000
650	2	4	_aTeaching and Teacher Education. _0http://scigraph.springernature.com/things/product-market-codes/O31000
650	2	4	_aInternational and Comparative Education. _0http://scigraph.springernature.com/things/product-market-codes/O13000
700	1		_aJiang, Heng. _eeditor. _4edt _4http://id.loc.gov/vocabulary/relators/edt
700	1		_aHill, Mary F. _eeditor. _4edt _4http://id.loc.gov/vocabulary/relators/edt
710	2		_aSpringerLink (Online service)
776	0	8	_iPrinted edition: _z9789811090523
776	0	8	_iPrinted edition: _z9789811090547
856	4	0	_uhttps://doi.org/10.1007/978-981-10-9053-0 _yElectronic version-Цахим хувилбар
942			_2ddc _cEBOOK