Download Anwarul 'Ulum Volume 5: Sadaqat-e-Islam by Mirza Bashir-ud-din Mahmud Ahmad PDF

By Mirza Bashir-ud-din Mahmud Ahmad

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Communication Education, 53(3), 286–296. Stefani, L. A. (1994). Peer, self and tutor assessment: Relative reliabilities. Studies in Higher Education, 19(1), 69–75. Taras, M. (2010). Student self-assessment: Processes and consequences. Teaching in Higher Education, 15(2), 199–209. Tejeiro, R. , Gómez-Vallecillo, J. , Romero, A. , & Emberley, E. (2012). Summative self-assessment in higher education: Implications of its counting towards the final mark. Electronic Journal of Research in Educational Psychology, 10(2), 789–812.

Studies in Higher Education, 24(3), 331–350. Elliott, B. (2008). 0. , Ibarra-Sáiz, M. , & Rodríguez-Gómez, G. (2012). Guía PROALeval_DI. Diseño e implementación de la retroalimentación y proalimentación en la universidad. Producto del Proyecto PROALeval. , & Onghena, P. (2011). An inventory of peer assessment diversity. Assessment & Evaluation in Higher Education, 36(2), 137–155. , & Ellis, H. (2009). Quality assessment framework: A guide for assessment practice in higher education. Callaghan: The University of Newcastle.

Análisis y reflexión en las aulas universitarias. Revista de Educación, 354, 749–764. , & Isaacs, G. (2001). Assessing self- and peer-assessment: the students’ views. Higher Education Research and Development, 20(1), 53–70. , & Svingby, G. (2007). The use of scoring rubrics: reliability, validity and educational consequences. Educational Research Review, 2(2), 130–144. Kwan, K. , & Leung, R. W. (1996). Tutor versus peer group assessment of student performance in a simulation training exercise. Assessment & Evaluation in Higher Education, 21(3), 205–214.

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