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 |
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