Paperback. Etat : new. Paperback. From a formative perspective, learning assessment serves to promote student learning. This is achieved through the most appropriate pedagogical support from teachers, which contributes to the regulation of teaching and learning activities in the sense of training, with the aim of improving educational quality, which translates into the development of students' potential throughout the learning process. Based on the assumption that learning assessment is procedural and constitutes a very complex element, it should be placed at the center of this research question: What are the impediments and possibilities for the implementation of formative assessment in the teaching practice of high school teachers in regular state public schools? In the educational context, this topic is very significant and deserves further analysis, with the aim of better understanding and identifying, based on the obstacles, the possibilities of what is necessary in order to contribute to the promotion of formative assessment in teaching practices developed in high school. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability. N� de r�f. du vendeur 9786209136740

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Formative Assessment: challenges for practice in secondary education (a phenomenological analysis)

Co�lho De Oliveira, Sandra Maria

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ISBN 10 : 6209136745 ISBN 13 : 9786209136740

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Formative Assessment: challenges for practice in secondary education (a phenomenological analysis)

Co�lho De Oliveira, Sandra Maria

Edit� par Our Knowledge Publishing, 2025

ISBN 10 : 6209136745 ISBN 13 : 9786209136740

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Formative Assessment: challenges for practice in secondary education (a phenomenological analysis)

Co�lho De Oliveira, Sandra Maria

Edit� par Our Knowledge Publishing, 2025

ISBN 10 : 6209136745 ISBN 13 : 9786209136740

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Formative Assessment: challenges for practice in secondary education (a phenomenological analysis)

Sandra Maria Co�lho de Oliveira

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Taschenbuch. Etat : Neu. This item is printed on demand - Print on Demand Titel. Neuware -From a formative perspective, learning assessment serves to promote student learning. This is achieved through the most appropriate pedagogical support from teachers, which contributes to the regulation of teaching and learning activities in the sense of training, with the aim of improving educational quality, which translates into the development of students' potential throughout the learning process. Based on the assumption that learning assessment is procedural and constitutes a very complex element, it should be placed at the center of this research question: What are the impediments and possibilities for the implementation of formative assessment in the teaching practice of high school teachers in regular state public schools In the educational context, this topic is very significant and deserves further analysis, with the aim of better understanding and identifying, based on the obstacles, the possibilities of what is necessary in order to contribute to the promotion of formative assessment in teaching practices developed in high school.VDM Verlag, Dudweiler Landstra�e 99, 66123 Saarbr�cken 172 pp. Englisch. N� de r�f. du vendeur 9786209136740

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Formative Assessment: challenges for practice in secondary education (a phenomenological analysis)

Sandra Maria Co�lho de Oliveira

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ISBN 10 : 6209136745 ISBN 13 : 9786209136740

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Taschenbuch. Etat : Neu. Formative Assessment: challenges for practice in secondary education (a phenomenological analysis) | Sandra Maria Co�lho de Oliveira | Taschenbuch | Englisch | 2025 | Our Knowledge Publishing | EAN 9786209136740 | Verantwortliche Person f�r die EU: SIA OmniScriptum Publishing, Brivibas Gatve 197, 1039 RIGA, LETTLAND, customerservice[at]vdm-vsg[dot]de | Anbieter: preigu. N� de r�f. du vendeur 134128434

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Formative Assessment: challenges for practice in secondary education (a phenomenological analysis)

Sandra Maria Co�lho de Oliveira

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Taschenbuch. Etat : Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - From a formative perspective, learning assessment serves to promote student learning. This is achieved through the most appropriate pedagogical support from teachers, which contributes to the regulation of teaching and learning activities in the sense of training, with the aim of improving educational quality, which translates into the development of students' potential throughout the learning process. Based on the assumption that learning assessment is procedural and constitutes a very complex element, it should be placed at the center of this research question: What are the impediments and possibilities for the implementation of formative assessment in the teaching practice of high school teachers in regular state public schools In the educational context, this topic is very significant and deserves further analysis, with the aim of better understanding and identifying, based on the obstacles, the possibilities of what is necessary in order to contribute to the promotion of formative assessment in teaching practices developed in high school. N� de r�f. du vendeur 9786209136740

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