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Zur curricularen Validität der DESI-Aufgaben: Ergebnisse eines Expertenratings

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Dubberke,  Thamar
Center for Educational Research, Max Planck Institute for Human Development, Max Planck Society;

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Dubberke, T., & Harks, B. (2008). Zur curricularen Validität der DESI-Aufgaben: Ergebnisse eines Expertenratings. In DESI-Konsortium (Ed.), Unterricht und Kompetenzerwerb in Deutsch und Englisch: Ergebnisse der DESI-Studie (pp. 26-33). Weinheim: Beltz.


Cite as: https://hdl.handle.net/11858/00-001M-0000-0024-FCC6-0
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