Introducing teachers to new semiotic tools for writing instruction and writing assessment : consequences for students’ writing proficiency

Berge, Kjell Lars; Skar, Gustaf Bernhard Uno; Matre, Synnøve; Solheim, Randi; Evensen, Lars Sigfred; Otnes, Hildegunn; Thygesen, Ragnar
Journal article, Peer reviewed
Accepted version
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http://hdl.handle.net/11250/2493681
Utgivelsesdato
2017
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Originalversjon
Berge, K. L., Skar, G. B. U., Matre, S., Solheim, R., Evensen, L. S., Otnes, H. & Thygesen, R. (2017). Introducing teachers to new semiotic tools for writing instruction and writing assessment: consequences for students’ writing proficiency. Assessment in Education: Principles, Policy & Practice, 26(1), 6-25. doi:   10.1080/0969594X.2017.1330251
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Author´s accepted manuscript (postprint).
 
This is an Accepted Manuscript of an article published by Taylor & Francis in Assessment in Education: Principles, Policy & Practice on 28/05/2017, available online: http://www.tandfonline.com/10.1080/0969594X.2017.1330251.
 
Utgiver
Taylor & Francis
Tidsskrift
Assessment in Education : Principles, Policy & Practice