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Self-directed Learning Oriented Assessments in the Asia-Pacific

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Cover of 'Self-directed Learning Oriented Assessments in the Asia-Pacific'

Table of Contents

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    Book Overview
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    Chapter 1 Assessment Reform in the Asia-Pacific Region: The Theory and Practice of Self-Directed Learning Oriented Assessment
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    Chapter 2 Assessment, Standards-Referencing and Standard Setting
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    Chapter 3 Rapid Dynamic Assessment for Learning
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    Chapter 4 Standardized Diagnostic Assessment Design and Analysis: Key Ideas from Modern Measurement Theory
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    Chapter 5 Application of the DINA Model Framework to Enhance Assessment and Learning
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    Chapter 6 Theory of Self-Directed Learning-Oriented Assessment: A Non-technical Introduction to the Theoretical Foundations and Methodologies of Cognitive Diagnostic Assessment
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    Chapter 7 Getting to the Core of Learning: Using Assessment for Self-Monitoring and Self-Regulation
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    Chapter 8 Metacognitive Self-Confidence in School-Aged Children
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    Chapter 9 Using Item Response Theory as a Tool in Educational Measurement
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    Chapter 10 A Concurrent-Separate Approach to Vertical Scaling
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    Chapter 11 Student-Problem Chart: An Essential Tool for SLOA
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    Chapter 12 Using User-Defined Fit Statistic to Analyze Two-Tier Items in Mathematics
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    Chapter 13 Dynamic Assessment of Learning Potential
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    Chapter 14 Exploiting Computerized Adaptive Testing for Self-Directed Learning
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    Chapter 15 Learning Assessment Reform in Thailand
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    Chapter 16 Concerns of Student Teachers: Identifying Emerging Themes Through Self-Assessment
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    Chapter 17 Informing Learning and Teaching Using Feedback from Assessment Data: Hong Kong Teachers’ Attitudes Towards Rasch Measurement
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    Chapter 18 Accelerated Approach to Primary School English Education in China: Three Case Studies
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    Chapter 19 Physical Education in Higher Education in Hong Kong: The Effects of the Intervention on Pre-service Sports Coaches’ Attitudes Towards Assessment for Learning Used in Sports
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    Chapter 20 The Case of St Margaret’s Girls’ College: How SLOA Promotes Self-Assessment and Peer Assessment to Enhance Secondary School Student English Learning
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Title
Self-directed Learning Oriented Assessments in the Asia-Pacific
Published by
Springer Netherlands, January 2013
DOI 10.1007/978-94-007-4507-0
ISBNs
978-9-40-074506-3, 978-9-40-074507-0, 978-9-40-178433-7
Editors

Magdalena Mo Ching Mok

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X Demographics

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Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 127 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Malaysia 1 <1%
United States 1 <1%
Unknown 125 98%

Demographic breakdown

Readers by professional status Count As %
Lecturer 20 16%
Student > Master 19 15%
Student > Ph. D. Student 16 13%
Student > Bachelor 10 8%
Student > Doctoral Student 8 6%
Other 25 20%
Unknown 29 23%
Readers by discipline Count As %
Social Sciences 33 26%
Psychology 16 13%
Arts and Humanities 10 8%
Computer Science 9 7%
Business, Management and Accounting 8 6%
Other 20 16%
Unknown 31 24%