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Chevy van Dorresteijn, Kees-Jan Kan & Niels Smits. (2023) Absence of evidence is not evidence of absence. On the limited use of regression discontinuity analysis in higher education. Assessment & Evaluation in Higher Education 48:1, pages 16-26.
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John Jerrim. (2023) THE BENEFITS OF MEETING KEY GRADE THRESHOLDS IN HIGH-STAKES EXAMINATIONS. NEW EVIDENCE FROM ENGLAND. British Journal of Educational Studies 71:1, pages 5-28.
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Henk G. Schmidt, Gerard J. A. Baars, Peter Hermus, Henk T. van der Molen, Ivo J. M. Arnold & Guus Smeets. (2022) Changes in examination practices reduce procrastination in university students. European Journal of Higher Education 12:1, pages 56-71.
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Iris E. Yocarini, Samantha Bouwmeester, Guus Smeets & Lidia R. Arends. (2020) Allowing course compensation in higher education: a latent class regression analysis to evaluate performance on a follow-up course. Assessment & Evaluation in Higher Education 45:5, pages 728-740.
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Matt Homer, Richard Fuller & Godfrey Pell. (2018) The benefits of sequential testing: Improved diagnostic accuracy and better outcomes for failing students. Medical Teacher 40:3, pages 275-284.
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Articles from other publishers (3)
John Juriansz, Nga Thanh Nguyen & Colin Clark. 2022. Academic Voices. Academic Voices
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Heather Hayes, Sean P. Gyll, Shelley Ragland & Jason L. Meyers. 2021. Handbook of Research on Future of Work and Education. Handbook of Research on Future of Work and Education
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Pekka Koskinen, Joni Lämsä, Jussi Maunuksela, Raija Hämäläinen & Jouni Viiri. (2018) Primetime learning: collaborative and technology-enhanced studying with genuine teacher presence. International Journal of STEM Education 5:1.
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