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Meaning, communication and understanding in the classroom

Sainsbury, Marian

1992

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Designing a formative e-assessment: Latent class analysis of early reading skills

British journal of educational technology, 2011-05, Vol.42 (3), p.500-514

2011

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Attitudes to reading at ages nine and eleven

Journal of research in reading, 2004-11, Vol.27 (4), p.373-386

2004

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Designing a formative eaassessment: Latent class analysis of early reading skills

British journal of educational technology, 2011-05, Vol.42 (3), p.500-514

2011

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Designing a formative e-assessment: Latent class analysis of early reading skills: Formative e-assessment

British journal of educational technology, 2011-05, Vol.42 (3), p.500-514

2011

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Making sense of baseline assessment: 1. publ

Sainsbury, Marian

1998

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Girl friendly? Investigating the gender gap in national reading tests at age 11

Educational research (Windsor), 2009-06, Vol.51 (2), p.283-297

2009

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Measuring standards in primary English: The validity of PIRLS-a response to Mary Hilton

British educational research journal, 2007-12, Vol.33 (6), p.977-986

2007

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PIRLS 2006: Assessment framework and specifications. Progress in international reading literacy study. 2nd Ed., February 2006

2006

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The case of literacy: a response to John Wilson

Educational research (Windsor), 2003-06, Vol.45 (2), p.137-139

Sainsbury, Marian

2003

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Talking e-assessment

SecEd, 2009-06, Vol.2009 (6)

Sainsbury, Marian

2009

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Handbook of Early Childhood Literacy 1

Literacy (Oxford, England), 2006-04, Vol.40 (1), p.29-35

2006

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Essay review: Handbook of Early Childhood Literacy1

Literacy (Oxford, England), 2006-04, Vol.40 (1), p.29

2006

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Handbook of Early Childhood Literacy

Literacy, 2006-04, Vol.40 (1), p.29-35

2006

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Dumbing down educational research. Authors' reply

Educational research (Windsor), 2003, Vol.45 (2), p.119-142

2003

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Level descriptions in the national curriculum: what kind of criterion referencing is this?

Oxford review of education, 1998-06, Vol.24 (2), p.181-193

1998

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Thinking aloud: children's interactions with text

Reading (Sunderland), 2003-11, Vol.37 (3), p.131-135

Sainsbury, Marian

2003

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Multilevel analysis of the Key Stage 1 National Curriculum Assessment data in 1995

Oxford review of education, 1996-09, Vol.22 (3), p.265-272

1996

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Statistical Aspects of Baseline Assessment and its Relationship to End of Key Stage One Assessment

Oxford review of education, 1999-09, Vol.25 (3), p.359-367

1999

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Fallback in attainment on transfer at age 11: evidence from the Summer Literacy Schools evaluation

Educational research (Windsor), 1998-03, Vol.40 (1), p.73-81

1998

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Issues in the Evaluation of Standard Assessment Tasks and the Reliability of National Curriculum Assessment

British educational research journal, 1995-04, Vol.21 (2), p.237-240

1995

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Criterion referencing and the meaning of national curriculum assessment

British journal of educational studies, 1997-06, Vol.45 (2), p.123-140

1997

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An investigation of hierarchical relationships in children's literacy attainments at baseline

Journal of research in reading, 1999-02, Vol.22 (1), p.45-54

1999

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Book review

Educational Research, 2006, Vol.48 (3), p.333-334

Sainsbury, Marian

2006

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Book review

Educational Research, 2006, Vol.48 (3), p.333-334

Sainsbury, Marian

2006

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Meaning, communication and understanding in the classroom

Designing a formative e-assessment: Latent class analysis of early reading skills

Attitudes to reading at ages nine and eleven

Designing a formative eaassessment: Latent class analysis of early reading skills

Designing a formative e-assessment: Latent class analysis of early reading skills: Formative e-assessment

Making sense of baseline assessment: 1. publ

Girl friendly? Investigating the gender gap in national reading tests at age 11

Measuring standards in primary English: The validity of PIRLS-a response to Mary Hilton

PIRLS 2006: Assessment framework and specifications. Progress in international reading literacy study. 2nd Ed., February 2006

The case of literacy: a response to John Wilson

Talking e-assessment

Handbook of Early Childhood Literacy 1

Essay review: Handbook of Early Childhood Literacy1

Handbook of Early Childhood Literacy

Dumbing down educational research. Authors' reply

Level descriptions in the national curriculum: what kind of criterion referencing is this?

Thinking aloud: children's interactions with text

Multilevel analysis of the Key Stage 1 National Curriculum Assessment data in 1995

Statistical Aspects of Baseline Assessment and its Relationship to End of Key Stage One Assessment

Fallback in attainment on transfer at age 11: evidence from the Summer Literacy Schools evaluation

Issues in the Evaluation of Standard Assessment Tasks and the Reliability of National Curriculum Assessment

Criterion referencing and the meaning of national curriculum assessment

An investigation of hierarchical relationships in children's literacy attainments at baseline

Book review

Book review

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