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Problematising formative assessment in an undeveloped region of China: voices from practitioners
Despite the widely acknowledged pro-learning function of formative assessment and its wide adoption around the globe, the gaps between policy intention, interpretation and implementation remain a problem to be solved. While this problem is noted universally, it could be particularly serious in China...
| Autores principales: | , , |
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| Formato: | Online Artículo Texto |
| Lenguaje: | English |
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Springer Netherlands
2021
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| Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8352614/ https://www.ncbi.nlm.nih.gov/pubmed/34394769 http://dx.doi.org/10.1007/s11092-021-09369-5 |