Difference between revisions of "assessment processes (Q447)"
From CompetenceBase
(Removed claim: Instance of (P1): Competence (Q3)) | (Changed [en] label: assessment processes) | ||
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| label / en | label / en | ||
| - | + | assessment processes | |
| Property / place in process | |||
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| Property / place in process: Independent / rank | |||
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| Property / EQF level | |||
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| Property / EQF level: No level / rank | |||
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| Property / owner code | |||
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| Property / owner code: TE / rank | |||
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| Property / field and subfield | |||
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| Property / field and subfield: General, General / rank | |||
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| Property / Knowledge sub field | |||
| + | |||
| Property / Knowledge sub field: Education Science - Assessment / rank | |||
| + | Normal rank | ||
Latest revision as of 07:10, 19 September 2024
No description defined
- KNO02 TE
| Language | Label | Description | Also known as |
|---|---|---|---|
| English | assessment processes | No description defined |
|
Statements
10
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knowledge about various evaluation techniques, theories, and tools (English)
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knowledge about different assessment strategies (English)
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I don't know about various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees; different assessment strategies such as initial, formative, summative and self- assessment are used for varying purposes. (English)
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I am more than familiar with various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees; different assessment strategies such as initial, formative, summative and self- assessment are used for varying purposes. (English)
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I know about various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees; different assessment strategies such as initial, formative, summative and self- assessment are used for varying purposes. (English)
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I am uncertain about various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees; different assessment strategies such as initial, formative, summative and self- assessment are used for varying purposes. (English)
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... doesn't know about various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees; different assessment strategies such as initial, formative, summative and self- assessment are used for varying purposes. (English)
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... is more than familiar with various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees; different assessment strategies such as initial, formative, summative and self- assessment are used for varying purposes. (English)
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... knows about various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees; different assessment strategies such as initial, formative, summative and self- assessment are used for varying purposes. (English)
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... is uncertain about various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees; different assessment strategies such as initial, formative, summative and self- assessment are used for varying purposes. (English)
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classroom course (English)
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