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• ASSESSMENT
  ...chological processes. Harvard University Press Cambridge, MA. p.90</ref> [[SELF-ASSESSMENT]] and reflection are very useful, but not enough if you want to support the *[[SELF-ASSESSMENT]]
  2 KB (331 words) - 16:54, 30 May 2017

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• Main Page
  2 KB (345 words) - 20:09, 19 June 2017
• EPORTFOLIO
  ...be linked to the learning process. This way, a basis for [[ASSESSMENT]], [[SELF-ASSESSMENT]], [[FEEDBACK]], [[RECOGNIZING]] and [[APPRECIATING]] is established. The t ...ING]]). The whole collection of artifacts, reflections, feedback-comments, self-assessment can give a more holistic perspective on the learning process at the end of
  3 KB (353 words) - 15:38, 30 May 2017
• SUPPORTING TRANSVERSAL SKILLS
  4 KB (614 words) - 11:49, 13 June 2017
• FEEDBACK
  ...chological processes. Harvard University Press Cambridge, MA. p.90</ref> [[SELF-ASSESSMENT]] and reflection are very useful, but not enough if you want to support the *[[SELF-ASSESSMENT]]
  2 KB (336 words) - 17:01, 30 May 2017
• ASSESSMENT
  ...chological processes. Harvard University Press Cambridge, MA. p.90</ref> [[SELF-ASSESSMENT]] and reflection are very useful, but not enough if you want to support the *[[SELF-ASSESSMENT]]
  2 KB (331 words) - 16:54, 30 May 2017