Deurlopende formatiewe assessering in skriftelike stelwerk in graad 5: 'n aksienavorsingsprojek

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dc.contributor.advisorSmith, J
dc.contributor.authorJoshua, Elizabeth Caroline
dc.contributor.otherFaculty of Education
dc.date.accessioned2013-06-18T09:07:44Z
dc.date.accessioned2024-04-15T08:01:01Z
dc.date.available2007/03/30 09:58
dc.date.available2007/03/30
dc.date.available2013-06-18T09:07:44Z
dc.date.available2024-04-15T08:01:01Z
dc.date.issued2005
dc.descriptionMagister Educationis - MEden_US
dc.description.abstractThe aim of this study was to determine the effects of continuous assessment within the written curriculum in a grade 5 class with Afrikaans as first language.en_US
dc.description.countrySouth Africa
dc.identifier.urihttps://hdl.handle.net/10566/10609
dc.language.isoenen_US
dc.publisherUniversity of the Western Capeen_US
dc.rights.holderUniversity of the Western Capeen_US
dc.subjectComposition (Language arts)en_US
dc.subjectAfrikaans languageen_US
dc.subjectComposition and exercisesen_US
dc.subjectAbility testingen_US
dc.subjectSouth Africaen_US
dc.subjectStudy and teaching (Primary)en_US
dc.subjectWritten communicationen_US
dc.subjectEducational tests and measurementsen_US
dc.titleDeurlopende formatiewe assessering in skriftelike stelwerk in graad 5: 'n aksienavorsingsprojeken_US
dc.typeThesisen_US

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