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Libros sobre el tema "Abilities and Assessment"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 20 de febrero de 2023

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1

Jong, John H. A. L. de, 1947-, Stevenson Douglas K. 1944- y International Congress of Applied Linguistics (8th : 1987 : Sydney, N.S.W.), eds. Individualizing the assessment of language abilities. Clevedon, Avon, England: Multilingual Matters, 1990.

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2

Lowman, Rodney L. Career assessment: Integrating interests, abilities, and personality. Washington: American Psychological Association, 2022. http://dx.doi.org/10.1037/0000254-000.

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3

Essentials of WJ III cognitive abilities assessment. 2a ed. Hoboken, N.J: John Wiley & Sons, 2010.

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4

A, Schrank Fredrick, ed. Essentials of WJ III cognitive abilities assessment. New York, NY: Wiley, 2002.

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5

Miller, Lynda. Dynamic assessment and intervention: Improving children's narrative abilities. Austin, Tex. (8700 Shoal Creek Boulevard, Austin 78757-6897): Pro-Ed, 2001.

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6

Miller, Lynda. Dynamic assessment and intervention: Improving children's narrative abilities. Austin, TX: Pro-Ed, 2001.

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7

Richard, Rogers. SAMA: Standardized Assessment of Mianda Abilities : professional manual. Lutz, FL: PAR, 2012.

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8

Lowman, Rodney L. The clinical practice of career assessment: Interests, abilities, and personality. Washington, DC: American Psychological Association, 1991.

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9

Stuart, Joy. The development and assessment of critical abilities in art criticism. Leicester: Leicester Polytechnic, 1989.

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10

Lowman, Rodney L. The clinical practice of career assessment: Interests, abilities, and personality. Washington: American Psychological Association, 1991. http://dx.doi.org/10.1037/10091-000.

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11

Stillman, Robert D. Callier-Azusa scale: Scales for the assessment of communicative abilities. Dallas, Tex: University of Texas at Dallas, Callier Center for Communication Disorders, 1985.

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12

The clinical practice of career assessment: Interests, abilities, and personality. Washington, DC: American Psychological Association, 1991.

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13

Ireland. Review Group on Mental Handicap Services. Needs and abilities: A policy for the intellectually disabled. Dublin: Published by the Stationery Office, 1991.

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14

Hidri, Sahbi, ed. Revisiting the Assessment of Second Language Abilities: From Theory to Practice. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-62884-4.

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15

J, Chandler Michael y Chapman Michael 1947-, eds. Criteria for competence: Controversies in the conceptualization and assessment of children's abilities. Hillsdale, N.J: L. Erlbaum Associates, 1991.

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16

Lyle, Catherine M. Reliability and validity testing of the self-care component of the abilities assessment instrument. Ottawa: National Library of Canada, 1994.

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17

Newton, Margaret. A comparison of the rhythmic abilities of a selection of children between the ages of three and seven years, an evaluation of their progress during part of a school year and an assessment of any relation which may be found between their abilities rhythmically and their abilities in other areas of the curriculum. [Guildford]: [University of Surrey], 1991.

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18

George, B. E. E. An evaluation of the criteria and components of the assessment models employed by educational psychologists in their determination of the cognitive abilities and educational needs of children with moderate learning difficulties. Birmingham: University of Birmingham, 1995.

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19

WJ-III clinical use and interpretation: Scientist practitioner perspectives. Amsterdam: Academic, 2003.

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20

Schrank, Fredrick A., Richard W. Woodcock, Barbara J. Wendling y Daniel C. Miller. Cognitive Abilities Assessment. Wiley & Sons, Incorporated, John, 2010.

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21

Schrank, Fredrick A., Richard W. Woodcock, Barbara J. Wendling y Daniel C. Miller. Cognitive Abilities Assessment. Wiley & Sons, Incorporated, John, 2010.

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22

LeaderTreks. Unique Abilities Assessment. LeaderTreks, 2005.

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23

Balazic, Josef. Dynamic assessment of reading abilities. 1997.

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24

Jong, John H. A. L. de. y Stevenson Douglas K, eds. Individualizing the assessment of language abilities. Clevedon: Multilingual Matters, 1989.

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25

Essentials of WJ IV Cognitive Abilities Assessment. Wiley & Sons, Incorporated, John, 2016.

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26

Schrank, Fredrick A., Scott L. Decker y John M. Garruto. Essentials of WJ IV Cognitive Abilities Assessment. Wiley & Sons, Incorporated, John, 2016.

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27

Schrank, Fredrick A., Richard W. Woodcock, Barbara J. Wendling y Daniel C. Miller. Essentials of WJ III Cognitive Abilities Assessment. Wiley & Sons, Incorporated, John, 2012.

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28

Schrank, Fredrick A., Richard W. Woodcock, Dawn P. Flanagan y Jennifer T. Mascolo. Essentials of WJ III Cognitive Abilities Assessment. Wiley & Sons, Incorporated, John, 2008.

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29

Career Assessment: Integrating Interests, Abilities, and Personality. American Psychological Association, 2021.

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30

Schrank, Fredrick A., Richard W. Woodcock, Dawn P. Flanagan y Jennifer T. Mascolo. The Essentials of WJ III Cognitive Abilities Assessment. Wiley, 2001.

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31

Essentials of WJ IV® Cognitive Abilities Assessment. Wiley & Sons, Limited, John, 2016.

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32

Developing Your Innate Abilities: Experiencing Assessment Center Exercises. Kendall Hunt Publishing Company, 2021.

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33

Developing Your Innate Abilities: Experiencing Assessment Center Exercises. Kendall Hunt Publishing Company, 2020.

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34

Flanagan, Dawn P. Essentials of WISC-IV Assessment 2nd Edition with Cognitive Abilities Assessment Set. Wiley & Sons, Incorporated, John, 2009.

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35

Self Assessment Library: Insights into Your Skills, Interests and Abilities. Pearson Education, Limited, 2008.

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36

Abbey, Robert y Mark Richards. 20. Assessment guidance. Oxford University Press, 2018. http://dx.doi.org/10.1093/he/9780198823223.003.0020.

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This chapter considers the process by which students are required to demonstrate their knowledge and abilities on property law and practice-the subject assessment or examination itself. It presents some hints and tips to enhance and improve examination technique.
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37

Abbey, Robert y Mark Richards. 20. Assessment guidance. Oxford University Press, 2017. http://dx.doi.org/10.1093/he/9780198787648.003.0020.

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This chapter considers the process by which students are required to demonstrate their knowledge and abilities on property law and practice—the subject assessment or examination itself. It presents some hints and tips to enhance and improve examination technique.
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38

Revisiting the Assessment of Second Language Abilities: From Theory to Practice. Springer, 2018.

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39

Hidri, Sahbi. Revisiting the Assessment of Second Language Abilities: From Theory to Practice. Springer, 2019.

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40

Robbins, Stephen P. Self-Assessment Library, The: Insights Into Your Skills, Abilities and Interests. Prentice Hall, 1998.

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41

Morris, Dayna Elise. The assessment of basic learning abilities test: Implications for individuals with autism. $c2002, 2002.

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42

(Editor), Michael Chandler y Michael Chapman (Editor), eds. Criteria for Competence: Controversies in the Conceptualization and Assessment of Children's Abilities. Lawrence Erlbaum, 1991.

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43

Chandler, Michael y Chapman Michael. Criteria for Competence: Controversies in the Conceptualization and Assessment of Children's Abilities. Taylor & Francis Group, 2013.

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44

Chandler, Michael y Chapman Michael. Criteria for Competence: Controversies in the Conceptualization and Assessment of Children's Abilities. Taylor & Francis Group, 2013.

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45

Chandler, Michael y Chapman Michael. Criteria for Competence: Controversies in the Conceptualization and Assessment of Children's Abilities. Taylor & Francis Group, 2016.

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46

Chandler, Michael y Chapman Michael. Criteria for Competence: Controversies in the Conceptualization and Assessment of Children's Abilities. Taylor & Francis Group, 2013.

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47

Chandler, Michael y Chapman Michael. Criteria for Competence: Controversies in the Conceptualization and Assessment of Children's Abilities. Taylor & Francis Group, 2013.

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48

Condillac, Rosemary Antoinette. Assessment of discrimination skills in individuals with autism: Validity of the Assessment of Basic Learning Abilities (ABLA). $c2002, 2002.

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49

Franz, Carleen, Lee Ascherman y Julia Shaftel. Intellectual Assessment. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780195383997.003.0009.

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Intellectual assessment includes the broad range of cognitive skills and processes as measured by major intelligence tests. Intelligence testing is an integral part of the assessment process; however, it is often misunderstood. A great deal of weight is assigned to the scores, and decisions are often made that are not justified by the results. It is important for the clinician to understand the nature of the process, the types and interpretations of the scores, and the limitations, to avoid common fallacies. Two of the predominant tests, the Wechsler Intelligence Scale for Children-V and the Woodcock-Johnson IV Tests of Cognitive Abilities, are described. Some misconceptions about IQ are explained, and interpretation of intelligence test results is carefully spelled out for the clinician unfamiliar with these tools. The various scores derived from the results of intelligence tests are clarified.
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50

Robbins, Stephen P. The Prentice Hall Self-Assessment Library: Insights into Your Skills, Abilities, and Interests. Prentice Hall, 2000.

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