assessment
See this word as a collocate cloud
that was generated by internal | assessment | a point that has been |
suggested removing the compulsory internal | assessment | although it would remain for |
mixture of internal and external | assessment | and that therefore the external |
hybrid system of internal unit | assessment | and the stamp of external |
pain in administering the internal | assessment | assessments have served the purpose |
the past standard grade internal | assessment | grades have come in on |
data that arose from internal | assessment | had some or all of |
particularly in relation to internal | assessment | hmi s view did not |
particularly the reduction in internal | assessment | i want to ask about |
of external and particularly internal | assessment | in many courses that will |
are major problems with internal | assessment | in particular and with issues |
relationship between internal and external | assessment | internal assessment is on a |
internal and external assessment internal | assessment | is on a pass fail |
in the amount of internal | assessment | it would be totally inappropriate |
of both internal and external | assessment | like many of those who |
close reading and the internal | assessment | of talk to give a |
preparation both for the initial | assessment | of the internal writing task |
burdens and pressures of internal | assessment | on young people teachers schools |
statement about the reduction in | assessment | particularly the reduction in internal |
assessment procedures especially the internal | assessment | procedures and for a drastic |
of and change in the | assessment | procedures especially the internal assessment |
reduce the amount of internal | assessment | that is hugely appreciated by |
on that the amount of | assessment | that was involved in internal |
of both internal and external | assessment | that was the conclusion of |
re it s usually internal | assessment | that we do particularly of |
the system is not continuous | assessment | the internal assessments are just |
system of internal and external | assessment | the sqa validates each programme |
much stronger review of internal | assessment | there are major problems with |
status of internal or external | assessment | there was also a call |
programme and in particular internal | assessment | thirdly among all the teaching |
with the concept of internal | assessment | under the scotvec model nationally |
results of the carer s | assessment | i in the assessment of |
results of the carer s | assessment | i in the assessment of |
an assessment the carer s | assessment | of the carer s ability |
an assessment the carer s | assessment | of the carer s ability |
local authority to make an | assessment | the carer s assessment of |
local authority to make an | assessment | the carer s assessment of |
international level implement strategic environmental | assessment | across the range of the |
in obtaining an environmental impact | assessment | and illustrate the point by |
supported by an environmental impact | assessment | at the time the scottish |
opportunities for peer review and | assessment | by others including environmental organisations |
pe508 implementation of environmental impact | assessment | eia requirements pe524 review of |
community care the environmental impact | assessment | forestry scotland regulations 1999 ssi |
committee on the environmental impact | assessment | forestry scotland regulations 1999 ssi |
1999 34 the environmental impact | assessment | forestry scotland regulations 1999 ssi |
community care the environmental impact | assessment | forestry scotland regulations 1999 ssi |
to amend the environmental impact | assessment | forestry scotland regulations 1999 to |
example on the environmental impact | assessment | forestry scotland regulations 1999 we |
do not know what environmental | assessment | is carried out there but |
or where an environmental impact | assessment | is needed reduce light pollution |
the application of environmental impact | assessment | is voluntary and operates on |
which will introduce statutory environmental | assessment | procedures into the mineral review |
that the forestry commission environmental | assessment | process has failed to take |
october 2002 the environmental impact | assessment | scotland amendment regulations 2002 ssi |
october 2002 the environmental impact | assessment | scotland amendment regulations 2002 ssi |
negative instruments the environmental impact | assessment | scotland amendment regulations 2002 ssi |
october 2002 the environmental impact | assessment | scotland amendment regulations 2002 ssi |
9 october the environmental impact | assessment | scotland regulations 1999 ssi 1999 |
october 1999 the environmental impact | assessment | scotland regulations 1999 ssi 1999 |
9 october the environmental impact | assessment | scotland regulations 1999 ssi 1999 |
the electricity works environmental impact | assessment | scotland regulations 2000 ssi 2000 |
the electricity works environmental impact | assessment | scotland regulations 2000 ssi 2000 |
the electricity works environmental impact | assessment | scotland regulations 2000 ssi 2000 |
the electricity works environmental impact | assessment | scotland regulations 2000 ssi 2000 |
the electricity works environmental impact | assessment | scotland regulations 2000 ssi 2000 |
february 2002 the environmental impact | assessment | uncultivated land and semi natural |
the following the environmental impact | assessment | uncultivated land and semi natural |
february 2002 the environmental impact | assessment | uncultivated land and semi natural |
a part of the external | assessment | at higher it is still |
value in that respect external | assessment | has a key role to |
be no diminution of external | assessment | in standard grade or higher |
e distribution and f external | assessment | of responses for all its |
to demonstrate in the external | assessment | the strong link between the |
and that therefore the external | assessment | was shortened as has been |
folio of work for external | assessment | which contains both discursive informational |
the ssis deal with impact | assessment | the forestry ssi 1999 43 |
commitment that the burden of | assessment | and administration will be reduced |
some of the burden of | assessment | certainly there would have had |
affected by the burden of | assessment | for higher still it has |
andrew shanks the burden of | assessment | needed to be examined from |
felt that the burden of | assessment | on candidates and teachers could |
to reduce the burden of | assessment | on teachers and pupils the |
such as the burden of | assessment | or the timing of the |
how the administrative burden and | assessment | procedures of higher still impacted |
people wanted the burden of | assessment | reduced in certain subject areas |
sqa that the amount of | assessment | was a burden i think |
agree that the burden of | assessment | was almost too much and |
significantly reduces the burden of | assessment | while maintaining standards of both |
significantly reduces the burden of | assessment | while maintaining standards of both |
language but development in both | assessment | and curriculum was underpinned from |
curriculum so the implications for | assessment | fifteen to eighteen are i |
office education department curriculum and | assessment | in scotland national guidelines english |
education department 1991 curriculum and | assessment | in scotland national guidelines english |
office education depairtment curriculum an | assessment | in scotland national guidelines english |
office education depairtment curriculum an | assessment | in scotland national guidelines english |
education depairtment 1991 curriculum and | assessment | in scotland national guidelines english |
office education department curriculum and | assessment | in scotland national guidelines english |
education department 1993 curriculum and | assessment | in scotland national guidelines gaelic |
education department 1993 curriculum and | assessment | in scotland national guidelines gaelic |
then have seen almost continual | assessment | led curriculum development in which |
takes place curriculum design and | assessment | techniques alongside the development of |
in post 16 curriculum and | assessment | what may also have broken |
of education will make an | assessment | into the impact of the |
whether it has made any | assessment | of the impact an increase |
to meet that purpose an | assessment | of the likely impact on |
there should also be an | assessment | of the potential financial impact |
without any consultation or published | assessment | of the potential impact it |
survey in the regulatory impact | assessment | we said that about 10 |
8 amendment of 1968 act | assessment | of ability to provide care |
9 amendment of 1995 act | assessment | of ability to provide care |
8 amendment of 1968 act | assessment | of ability to provide care |
9 amendment of 1995 act | assessment | of ability to provide care |
section there is inserted 12aa | assessment | of ability to provide care |
this act to request an | assessment | of his ability to provide |
this act to request an | assessment | of his ability to provide |
is being carried out an | assessment | of the person s ability |
also undertaking its own economic | assessment | as well as an assessment |
assessment delivery of the national | assessment | bank and the progress of |
about higher still implementation unit | assessment | delivery of the national assessment |
a basis for the speaking | assessment | in the speaking assessment the |
assessment as well as an | assessment | of many of the key |
s assessment i in the | assessment | of the child and ii |
s assessment i in the | assessment | of the person cared for |
the assessment process that same | assessment | process has been the subject |
of one aspect of the | assessment | process that same assessment process |
in the north west tender | assessment | process the assessment showed that |
west tender assessment process the | assessment | showed that the quantities of |
speaking assessment in the speaking | assessment | the students are required to |
community care the national assistance | assessment | of resources amendment no 2 |
community care the national assistance | assessment | of resources amendment no 2 |
2003 155 the national assistance | assessment | of resources amendment no 2 |
march 2003 the national assistance | assessment | of resources amendment no 2 |
2003 155 the national assistance | assessment | of resources amendment no 2 |
may 2001 the national assistance | assessment | of resources amendment no 3 |
may 2001 the national assistance | assessment | of resources amendment no 3 |
and sport the national assistance | assessment | of resources amendment scotland regulations |
february 2003 the national assistance | assessment | of resources amendment scotland regulations |
and sport the national assistance | assessment | of resources amendment scotland regulations |
and sport the national assistance | assessment | of resources amendment scotland regulations |
2001 4 the national assistance | assessment | of resources amendment scotland regulations |
and sport the national assistance | assessment | of resources amendment scotland regulations |
and sport the national assistance | assessment | of resources amendment scotland regulations |
february 2001 the national assistance | assessment | of resources amendment scotland regulations |
2003 55 the national assistance | assessment | of resources scotland regulations 2003 |
2003 55 the national assistance | assessment | of resources scotland regulations 2003 |
community and personal safety risk | assessment | access to personal change programmes |
public along with a risk | assessment | allowing consumers to choose what |
public along with a risk | assessment | allowing consumers to choose what |
a standing item on risk | assessment | in relation to delivery of |
controllers and that a risk | assessment | is carried out to determine |
the standards and the risk | assessment | or the risk that is |
college in its detailed risk | assessment | study of the loch katrine |
without carrying out a risk | assessment | that is the risk that |
safety ask for a risk | assessment | to be done by the |
no substitute sqa what risk | assessment | would have been done would |
be included in an independent | assessment | but originally the view from |
called for a full independent | assessment | everyone in the chamber would |
national infrastructure and the independent | assessment | increased as time went on |
responsible body and how independent | assessment | is being handled the convener |
the scope of the independent | assessment | of readiness for 2000 how |
taking to provide for independent | assessment | of snagging problems on completion |
a full and proper independent | assessment | of the results of the |
to initiate an immediate independent | assessment | of these and other reports |
in any form for independent | assessment | or audit and if so |
a result of any independent | assessment | or evaluation of sst s |
to the stage of independent | assessment | that comes through in the |
care the national health service | assessment | of resources amendment no 2 |
care the national health service | assessment | of resources amendment no 2 |
bedblocking and a single needs | assessment | all those commitments will make |
23 of the 1995 act | assessment | by local authority of needs |
move to a single needs | assessment | for each individual requiring care |
that when a proper needs | assessment | might be made it never |
be based on a needs | assessment | of each board rather than |
be taken account of in | assessment | of needs 8 amendment of |
be taken account of in | assessment | of needs in section 12a |
to be taken account in | assessment | of needs of child affected |
be taken into account in | assessment | of needs of child affected |
government the draft community care | assessment | of needs scotland regulations 2002 |
approved the draft community care | assessment | of needs scotland regulations 2002 |
approved the draft community care | assessment | of needs scotland regulations 2002 |
government the draft community care | assessment | of needs scotland regulations 2002 |
child to request where an | assessment | of the needs of the |
pilot of the care needs | assessment | package for the elderly should |
agree that the single needs | assessment | process that i announced yesterday |
produced by the scottish needs | assessment | programme just over a year |
has raised the scottish needs | assessment | programme produced advice on protection |
executive when the scottish needs | assessment | programme report on child and |
describes the prison s needs | assessment | sentence management and pre release |
we have a care needs | assessment | system that will ensure that |
recognises the importance of effective | assessment | in schools as a means |
2 mr brian monteith effective | assessment | in schools as an amendment |
2 mr brian monteith effective | assessment | in schools as an amendment |
2236 1 michael russell effective | assessment | in scotland s schools as |
2236 1 michael russell effective | assessment | in scotland s schools as |
pm executive debate on effective | assessment | in scotland s schools followed |
pm executive debate on effective | assessment | in scotland s schools s1m |
2236 mr jack mcconnell effective | assessment | in scotland s schools that |
that the rigorous process of | assessment | and audit is properly carried |
process and a flawed financial | assessment | model enough concerns have been |
in relation to its proposed | assessment | of the consultation process and |
involved in the monitoring and | assessment | of the process and in |
is about a flawed quality | assessment | process and a flawed financial |
the executive implement the single | assessment | process and joint working policies |
talked about flaws in the | assessment | process and said that the |
further comment how could the | assessment | process for example have been |
is being made in the | assessment | process for those eligible for |
for the signs the quality | assessment | process is littered with such |
their concerns about the contract | assessment | process the future operation of |
their concerns about the contract | assessment | process the future operation of |
wide concerns about the contract | assessment | process the future operation of |
completed thorough reviews of the | assessment | arrangements for all new national |
now recognised in the national | assessment | arrangements for writing 5 14 |
will continue to produce national | assessment | bank items to test whether |
your organisation must produce national | assessment | bank material and at some |
partnership most of the national | assessment | bank materials were produced on |
not think so the national | assessment | bank was a huge enterprise |
national liaison committee and the | assessment | focus group which the sqa |
goldie why was the loganair | assessment | not completed before the national |
principles of the national qualifications | assessment | system and outlined the further |
or dialectal boundaries a national | assessment | system offering ready comparison of |
outcome of the consultation on | assessment | within the new national qualifications |
an optional element in the | assessment | at standard grade was identified |
component scores and standard grade | assessment | grades we seemed to be |
the form of standard grade | assessment | in modern languages the standard |
on the weighting of the | assessment | in standard grade examinations to |
measured there is the standard | assessment | procedure sap rating and there |
for money has a proper | assessment | been made of any of |
be brought together before that | assessment | can be made we got |
restaurant and shops and what | assessment | has been made of any |
ask the scottish executive what | assessment | has been made of any |
ask the scottish executive what | assessment | has been made of the |
ask the scottish executive what | assessment | has been made of the |
august 2000 whether any specific | assessment | has been made of the |
ask the scottish executive what | assessment | has been made of the |
ask the scottish executive what | assessment | has been made or will |
this tax until a full | assessment | is made and published of |
individual tourist businesses and what | assessment | it has made of any |
ask the scottish executive what | assessment | it has made of any |
ask the scottish executive what | assessment | it has made of any |
ask the scottish executive what | assessment | it has made of available |
ask the scottish executive what | assessment | it has made of how |
session and if so what | assessment | it has made of its |
ask the scottish executive what | assessment | it has made of recent |
on 5 september 2002 what | assessment | it has made of the |
ask the scottish executive what | assessment | it has made of the |
ask the scottish executive what | assessment | it has made of the |
on 12 december 2000 what | assessment | it has made of the |
ask the scottish executive what | assessment | it has made of the |
the scottish executive what recent | assessment | it has made of the |
ask the scottish executive what | assessment | it has made of the |
ask the scottish executive what | assessment | it has made of the |
ask the scottish executive what | assessment | it has made of the |
ask the scottish executive what | assessment | it has made of the |
ask the scottish executive what | assessment | it has made of the |
ask the scottish executive what | assessment | it has made of the |
ask the scottish executive what | assessment | it has made of the |
ask the scottish executive what | assessment | it has made of the |
executive what economic and cultural | assessment | it has made of the |
ask the scottish executive what | assessment | it has made of the |
on 5 september 2002 what | assessment | it has made of the |
ask the scottish executive what | assessment | it has made of the |
ask the scottish executive what | assessment | it has made of the |
ask the scottish executive what | assessment | it has made of the |
on 5 september 2002 what | assessment | it has made of the |
switch to nephrops fishing what | assessment | it has made of the |
on 30 october 2002 what | assessment | it has made of the |
ask the scottish executive what | assessment | it has made of the |
review of cities and what | assessment | it has made of the |
states that those who refuse | assessment | need to be made aware |
whether it has made an | assessment | of any additional costs it |
whether it has made an | assessment | of any additional costs to |
whether it has made an | assessment | of any additional costs to |
whether it has made any | assessment | of how much funding would |
been made in the rational | assessment | of road projects the scottish |
about the range of the | assessment | that it made before it |
ask the first minister what | assessment | the scottish executive has made |
ask the scottish executive what | assessment | was made of each local |
modern languages made the following | assessment | with respect to student performance |
a system of performance indicators | assessment | and feedback adhered to by |
about a new system of | assessment | but i m hopeful it |
create a coherent system of | assessment | for scotland further recognises that |
on this very issue scientific | assessment | of the proposed tiered system |
in previous comments the scientific | assessment | of the proposed tiered system |
to participate in the new | assessment | system followed by parliamentary bureau |
to participate in the new | assessment | system s1m 2234 terrorist attacks |
happily this is not an | assessment | system which i was ever |
higher education institutions of the | assessment | collection and payment of student |
be a major review of | assessment | for higher still to run |
hope that whatever form of | assessment | replaces it in higher still |
schools to produce the unit | assessment | certificates and for the sqa |
he at least knew the | assessment | centre and the staff in |
when ye get tae the | assessment | centre he then read me |
career when i left the | assessment | centre i was bursting and |
radioactivity what happened in that | assessment | centre is in the past |
children s services training and | assessment | centre receives about 140 000 |
i asked jimmy what an | assessment | centre was and he gave |
said my release from the | assessment | centre was followed by a |
i was wondering what an | assessment | centre was it sounded sinister |
is difficult to make an | assessment | of a 10 year programme |
highly professionalised management culture the | assessment | of achievement programme set up |
to the gulf veterans medical | assessment | programme map since map was |
minister for justice provide an | assessment | of how many of those |
older people and single shared | assessment | for all care groups elaine |
to participate fully in any | assessment | medical treatment care and support |
of personal care and the | assessment | of care it adopted a |
in the time required for | assessment | particular care has been taken |
spending review based on its | assessment | at that time which was |
there is added i an | assessment | investigation or review by an |
whether it will review its | assessment | of the likely estimated level |
ideally both formative and summative | assessment | are natural elements in this |
as well as reasoning skills | assessment | of talk both solo to |
the landlord carries out the | assessment | and the local authority only |
a local authority making an | assessment | by virtue of subsection 2 |
a local authority make an | assessment | by virtue of subsection 2 |
the authority that notwithstanding the | assessment | to which regard was had |
a local authority making an | assessment | under subsection 1 a of |
ask the scottish executive what | assessment | has been carried out on |
that it links in to | assessment | is for learning which has |
whether it has undertaken any | assessment | of any additional costs to |
it has considered undertaking an | assessment | of the contribution that arts |
any patient who meets the | assessment | criteria for free personal and |
person carrying out any such | assessment | must possess s1w 15109 mr |
exercise or to make any | assessment | of land preliminary to exercising |
other elements correct including the | assessment | processes before we make any |
into account in any such | assessment | s1w 7125 dr winnie ewing |
so there isn t any | assessment | then i asked still anxious |
picked up in the performance | assessment | framework when ministers ask for |
ask about the relationship of | assessment | to teaching and learning which |
shall thereafter make such an | assessment | and may having regard to |
to stop and make the | assessment | before the next stage can |
audit committee make sure this | assessment | measures the executive s success |
when we make our overall | assessment | of the oft report if |
is responsible must make some | assessment | of where that industry will |
taken into account in the | assessment | that we make shona robison |
then or subsequently make an | assessment | under section 23 3 of |
then or subsequently make an | assessment | under subsection 1 a of |
minister gave a very honest | assessment | of the executive s response |
scottish executive what monitoring and | assessment | took place in relation to |
and if so what that | assessment | is s1w 9214 christine grahame |
technical fixes through to the | assessment | of what the business is |
the very few 1 this | assessment | towards the beginning of what |
in the end of course | assessment | and also to compile credible |
of the end of course | assessment | and are accompanied by comments |
responsible for the development accreditation | assessment | and certification of qualifications other |
1990s and responding to the | assessment | and development context of the |
to the results of that | assessment | and taking account i where |
not part of the compulsory | assessment | and therefore does not contribute |
provision there is for the | assessment | and treatment of meares irlen |
pressures of new syllabuses and | assessment | arrangements they can be excused |
accorded in the s grade | assessment | arrangements to each of the |
strands and different levels of | assessment | at a time when they |
the teachers point of view | assessment | bank materials were being requested |
quality rating in the research | assessment | exercise of three or less |
the emphasis of the research | assessment | exercise so that it no |
determine the outcome of our | assessment | however it is important i |
consult on the future of | assessment | in the new qualifications and |
is likely to be the | assessment | is for learning approach of |
possible that some of the | assessment | issues would have been resolved |
to develop a toolkit of | assessment | items and support materials to |
by you and others with | assessment | marking and the recruitment of |
use a wide variety of | assessment | methods some of which are |
capacity of those areas an | assessment | might suggest that rather than |
in reducing the element of | assessment | not just for pupils but |
exclusion in the eu an | assessment | of alternative explanations paper presented |
move to a reasonably transparent | assessment | of carrying capacity in order |
to have forgotten his earlier | assessment | of catherine s potential and |
were waiting for the final | assessment | of contingency planning and for |
in committee room 2 1 | assessment | of educational need the committee |
have a reduced load precautionary | assessment | of fish farming releases into |
full details and whether the | assessment | of hostel accommodation in scotland |
would be a wide ranging | assessment | of how money is raised |
course even though no explicit | assessment | of language learning is proposed |
and should be based on | assessment | of need not on demand |
time for crucial diagnosis and | assessment | of new patients however it |
the whole project aitken s | assessment | of option 3 which had |
in and carry out the | assessment | of people taking sqa qualifications |
challenges the design implementation and | assessment | of policies the selection of |
foreign language dictionary during the | assessment | of reading and writing while |
announce details of the proposed | assessment | of services for people with |
the parliament site the initial | assessment | of sites for the parliament |
the paper concludes with an | assessment | of some of the key |
with modern languages colleagues the | assessment | of spoken skills as is |
publications on the development and | assessment | of talk or listening or |
learning depend upon an accurate | assessment | of the bilingual pupils language |
almost unanimous view that an | assessment | of the carrying capacity of |
methods and results of the | assessment | of the contracts before they |
require a proper and objective | assessment | of the correct way of |
are carrying out a robust | assessment | of the economic case in |
calls for a an immediate | assessment | of the efficacy of the |
or was that just an | assessment | of the failure of his |
syllabus the approach to the | assessment | of the four language skills |
basis of such unions better | assessment | of the likelihood of each |
or defective systems allow the | assessment | of the need for particular |
16 at end insert an | assessment | of the number of housing |
at a much more robust | assessment | of the oft report christ |
he also gave an interesting | assessment | of the population changeover a |
we are doing a robust | assessment | of the principles that underpin |
consultant s financial and technical | assessment | of the project leaving out |
results gives a more detailed | assessment | of the relative performance of |
empt a full and thorough | assessment | of the situation however i |
are real doubts about the | assessment | of the tenders there must |
the 1987 act and an | assessment | of the type location and |
were 94 accurate in their | assessment | of their use of r |
terms of monitoring reporting and | assessment | of water quality and regrets |
terms of monitoring reporting and | assessment | of water quality bruce crawford |
those pupils for whom the | assessment | of writing is an appropriate |
disrupted by new terminology and | assessment | procedures the perceived loss of |
of such pricing on price | assessment | some of the quantities used |
whether it s in teaching | assessment | strategies levels of performance and |
and the purpose of our | assessment | that is a big question |
courses and the details of | assessment | that work will require time |
associated with other aspects of | assessment | the toolkit will include exemplar |
of views to allow considered | assessment | to take place shona robison |
was this part of the | assessment | too i stayed not for |
results of such monitoring and | assessment | were s1w 31822 richard lochhead |
research part of our overall | assessment | will be to look behind |
it is possible that the | assessment | will include a form of |
an eating disorder an initial | assessment | within two weeks of referral |
when some sort of reporting | assessment | would happen are currently those |
june 2000 all relevant continuous | assessment | requirements for their hnc or |
a consultant neurologist for an | assessment | to identify whether a multiple |
grammatical exercises current methods and | assessment | developed in reaction to such |
may having regard to the | assessment | require from him such repayment |
problems that are associated with | assessment | such as ensuring that the |
for visiting writers methods and | assessment | s1 s6 those who were |
been submitted for analysis or | assessment | and if so to whom |
have been rung through the | assessment | focus group they were being |
been okay this year the | assessment | procedures would have become part |
as an assignment for an | assessment | and must insist that you |
in reading the teaching and | assessment | arrangements for modern languages at |
for patients sent for psychiatric | assessment | by the courts s1w 15111 |
people awaiting an occupational therapy | assessment | for basic aids and adaptations |
sclerosis sufferers wait for an | assessment | for beta interferon broken down |
are currently waiting for an | assessment | for beta interferon broken down |
i also reassure him that | assessment | is for a purpose one |
so far i think the | assessment | is for learning approach is |
through the net because their | assessment | is wrong for example on |
in preparation for this speaking | assessment | it is likely that students |
much as appears from the | assessment | to be reasonably practicable for |
will be given a neurological | assessment | to gauge their suitability for |
a long wait for an | assessment | up to 12 months but |
area is the implications for | assessment | we will be looking at |
student is ready for the | assessment | which requires the student to |
tracks attainment a framework for | assessment | which tracks attainment and which |
teacher preparation for the initial | assessment | would involve the teacher lecturer |
a little bit more about | assessment | when we look at phases |
who will carry out this | assessment | or audit with which major |
into consideration in their final | assessment | which i did not know |
will introduce the building standards | assessment | which will be a useful |
assessed there are some significant | assessment | differences and the government tends |
commission should be available after | assessment | according to need and paid |
main is involved in intelligence | assessment | and analysis rather than collection |
current prices and if its | assessment | differs from cosla s statement |
literature and language and its | assessment | director prof [censored: forename] [censored: surname] manager |
teacher confidence and skills in | assessment | grew steadily this openness to |
be inappropriate and superfluous unit | assessment | i hope that that can |
here with differentiated questioning and | assessment | in close reading in english |
and talking video 1992 and | assessment | in the classroom listening and |
accrediting and awarding qualifications and | assessment | it does not apply to |
one that tracks attainment the | assessment | outcomes and tracking attainment and |
up fairly quickly and the | assessment | was done i think on |
learned and are acted on | assessment | work covers more than just |
the first attempt at the | assessment | annotation is used as opposed |
the quantities used in the | assessment | are three or four times |
the teacher lecturer conducting the | assessment | but they will not impede |
candidates cannot cope with the | assessment | demands that are placed on |
outcomes so rather than the | assessment | driving the the teaching the |
elderly where a patient s | assessment | fits the prescribed criteria s1w |
the total time spent on | assessment | having considered all the views |
improvement programmes impose a fishery | assessment | on all the fishery proprietors |
obtain reports including a psychological | assessment | the provisions that are contained |
up the tab in our | assessment | the reciprocal arrangement is working |
expert people is doing the | assessment | they were chosen as people |
likely that the building standards | assessment | will be used where a |
seen first a very quick | assessment | with joan however the consultant |
to receive a an initial | assessment | b an admission to residential |
to say that in their | assessment | 22 people in their office |
that they wanted feedback from | assessment | that would aid their future |
followed by a shorter critical | assessment | set in smaller print in |
yes that is a fair | assessment | elaine thomson did anyone come |
encouraging it looks as if | assessment | up to f- age fifteen |
that sounds like morag s | assessment | early teacher theatrical scene painter |