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Art, Byzantine --- Christian art and symbolism --- Coins, Byzantine --- Manuscripts, Greek (Medieval and modern) --- Portrait sculpture, Roman --- Art byzantin --- Art et symbolisme chrétiens --- Monnaies byzantines --- Manuscrits grecs (médiévaux et modernes) --- Sculpture de portraits romaine --- Catalogs --- Catalogues --- 7.033.1 --- 7.033.2 --- Vroegchristelijke kunst --- Kunst van Byzantium; Oud-Rusland; Oud-Armenie --- 7.033.2 Kunst van Byzantium; Oud-Rusland; Oud-Armenie --- 7.033.1 Vroegchristelijke kunst --- Art et symbolisme chrétiens --- Manuscrits grecs (médiévaux et modernes) --- Catalogs.

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Christianity and art --- Christianity and the arts --- Lutheran Church

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Religion and culture --- Genre (Art) --- Literary form --- Musical form --- Ritual --- Religion et culture --- Genres littéraires --- Formes musicales --- Rituel --- History. --- Histoire --- -Genre (Art) --- -Literary form --- -Musical form --- -Ritual --- -291.3 --- 930.85 --- Culture and religion --- Culture --- Cult --- Cultus --- Liturgies --- Public worship --- Symbolism --- Worship --- Rites and ceremonies --- Ritualism --- Form, Musical --- Music --- Form, Literary --- Forms, Literary --- Forms of literature --- Genre (Literature) --- Genre, Literary --- Genres, Literary --- Genres of literature --- Literary forms --- Literary genetics --- Literary genres --- Literary types (Genres) --- Literature --- History --- Godsdienstwetenschap: cultus; liturgie --- Cultuurgeschiedenis. Kultuurgeschiedenis --- 930.85 Cultuurgeschiedenis. Kultuurgeschiedenis --- 291.3 Godsdienstwetenschap: cultus; liturgie --- Art genres --- Genres littéraires --- 291.3 --- Genre art --- Genres, Art --- Art --- Religious studies --- anno 1700-1799 --- Scandinavia and Iceland

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This book addresses challenges in the theoretically and empirically adequate assessment of competencies in educational settings. It presents the scientific projects of the priority program “Competence Models for Assessing Individual Learning Outcomes and Evaluating Educational Processes,” which focused on competence assessment across disciplines in Germany. The six-year program coordinated 30 research projects involving experts from the fields of psychology, educational science, and subject-specific didactics. The main reference point for all projects is the concept of “competencies,” which are defined as “context-specific cognitive dispositions that are acquired and needed to successfully cope with certain situations or tasks in specific domains” (Koeppen et al., 2008,  p. 62). The projects investigate different aspects of competence assessment: The primary focus lies on the development of cognitive models of competencies, complemented by the construction of psychometric models based on these theoretical models. In turn, the psychometric models constitute the basis for the construction of instruments for effectively measuring competencies. The assessment of competencies plays a key role in optimizing educational processes and improving the effectiveness of educational systems. This book contributes to this challenging endeavor by meeting the need for more integrative, interdisciplinary research on the structure, levels, and development of competencies.    .

Psychology --- Educational psychology --- Didactic evaluation --- Teaching --- pedagogische psychologie --- psychologie --- evaluatie (onderwijs) --- onderwijs