| dc.contributor.author | Berge, Kjell Lars | |
| dc.contributor.author | Skar, Gustaf Bernhard Uno | |
| dc.contributor.author | Matre, Synnøve | |
| dc.contributor.author | Solheim, Randi | |
| dc.contributor.author | Evensen, Lars Sigfred | |
| dc.contributor.author | Otnes, Hildegunn | |
| dc.contributor.author | Thygesen, Ragnar | |
| dc.date.accessioned | 2018-04-11T12:42:51Z | |
| dc.date.available | 2018-04-11T12:42:51Z | |
| dc.date.created | 2017-05-29T08:48:36Z | |
| dc.date.issued | 2017 | |
| dc.identifier.citation | 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: | nb_NO |
| dc.identifier.issn | 0969-594X | |
| dc.identifier.uri | http://hdl.handle.net/11250/2493681 | |
| dc.description | Author´s accepted manuscript (postprint). | |
| dc.description | 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. | |
| dc.language.iso | eng | nb_NO |
| dc.publisher | Taylor & Francis | |
| dc.title | Introducing teachers to new semiotic tools for writing instruction and writing assessment : consequences for students’ writing proficiency | nb_NO |
| dc.type | Journal article | nb_NO |
| dc.type | Peer reviewed | nb_NO |
| dc.description.version | acceptedVersion | nb_NO |
| dc.source.pagenumber | 6-25 | nb_NO |
| dc.source.volume | 26 | nb_NO |
| dc.source.journal | Assessment in Education : Principles, Policy & Practice | nb_NO |
| dc.source.issue | 1 | nb_NO |
| dc.identifier.doi | 10.1080/0969594X.2017.1330251 | |
| dc.identifier.cristin | 1472393 | |
| cristin.qualitycode | 2 | |
