Difference between revisions of "KNO02 assessment processes (Q447)"
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(Created claim: ESCO Skill/Competence (P64): assessment processes (Q602), #quickstatements; #temporary_batch_1720002029622) | (Removed claim: ESCO URI (P44): http://data.europa.eu/esco/skill/31b67516-af16-4b97-8430-a8a8e0f84190, #quickstatements; #temporary_batch_1720011077084) | ||
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| Property / ESCO URI: http://data.europa.eu/esco/skill/31b67516-af16-4b97-8430-a8a8e0f84190 / rank | |||
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Revision as of 12:51, 3 July 2024
No description defined
- KNO02 TE
| Language | Label | Description | Also known as |
|---|---|---|---|
| English | KNO02 assessment processes | No description defined |
|
Statements
KNO02
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assessment processes (English)
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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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1.1.0
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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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TE
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