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- URN zum Zitieren dieses Dokuments:
- urn:nbn:de:bvb:355-epub-550624
- DOI zum Zitieren dieses Dokuments:
- 10.5283/epub.55062
Zusammenfassung
Inclusive education aims to provide learning progress for all. It requires assessments to identify learning levels and progress and to adapt and evaluate instruction. We extend the classroom-based assessment (CBA) approach and argue that CBA in inclusive schools consists of the four dimensions of Instructional Decision-Making, Educational Assessment, Identification of Students with Special ...
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