Embedded Formative Assessment and Classroom Process Quality: How Do They Interact in Promoting Science Understanding?

Autor:	Decristan, Jasmin, Klieme, Eckhard, Kunter, Mareike, Hochweber, Jan, Büttner, Gerhard, Fauth, Benjamin, Hondrich, A. Lena, Rieser, Svenja, Hertel, Silke, Hardy, Ilonca
Zdroj:	American Educational Research Journal, 2015 Dec 01. 52(6), 1133-1159.
Databáze:	JSTOR Journals
Externí odkaz:	http://www.jstor.org/stable/24546764 Zobrazit plný text záznamu