Titlebook: Assessing Contexts of Learning; An International Per Susanne Kuger,Eckhard Klieme,David Kaplan Book 2016 The Editor(s) (if applicable) and

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https://doi.org/10.1007/978-3-658-27347-7xperiences influence children’s later development in school. It seems valuable therefore to collect information on ECEC experiences also in international school achievement studies. In this chapter a broad outline of the theoretical grounding for such an assessment framework as well as the reasoning

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,Geschichte des Ausl?nder- und Asylrechts, learners who are eager, as well as able, to face the demands and challenges of a truly global society. As a reflection of the emerging policy interest in a more comprehensive definition of adolescent and young adult success, national and international large-scale assessments (LSAs) have started bro

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,Geschichte des Ausl?nder- und Asylrechts,amme for International Student Assessment (PISA) in the field trial and in the main study. Here, “dispositions” refers to the attitudes to and experiences of collaboration seen emerging in the international PISA survey data in 15-year-olds. For the field trial’s noncognitive measures, nine CPS-relat

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