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Classroom Assessment Is Not (Necessarily) Formative Assessment (and Vice-versa)

By Paul Black and Dylan Wiliam
Publisher: National Society for the Study of Education
Year: 2005
DOI identifier: 10.1111/j.1744-7984.2004.tb00054.x
OAI identifier: oai:eprints.ioe.ac.uk.oai2:1137
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