Citations (19)
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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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Rob Kickert, Marieke Meeuwisse, Lidia R. Arends, Peter Prinzie & Karen M. Stegers-Jager. (2021) Assessment policies and academic progress: differences in performance and selection for progress. Assessment & Evaluation in Higher Education 46:7, pages 1140-1156.
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Avril Dewar, David Hope, Alan Jaap & Helen Cameron. (2021) Predicting failure before it happens: A 5-year, 1042 participant prospective study. Medical Teacher 43:9, pages 1039-1043.
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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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Rob Kickert, Marieke Meeuwisse, Karen M. Stegers-Jager, Gabriela V. Koppenol-Gonzalez, Lidia R. Arends & Peter Prinzie. (2019) Assessment policies and academic performance within a single course: the role of motivation and self-regulation. Assessment & Evaluation in Higher Education 44:8, pages 1177-1190.
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David Hope & Helen Cameron. (2018) Academic performance remains predictive over a five year medical degree. Innovations in Education and Teaching International 55:5, pages 501-510.
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Catherine A. Neden, Claire Parkin, Carol Blow & Aloysius Niroshan Siriwardena. (2018) Has there been a change in the knowledge of GP registrars between 2011 and 2016 as measured by performance on common items in the Applied Knowledge Test?. Education for Primary Care 29:4, pages 215-221.
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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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Ivo Arnold. (2017) Resitting or compensating a failed examination: does it affect subsequent results?. Assessment & Evaluation in Higher Education 42:7, pages 1103-1117.
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Steven Proud. (2015) Resits in higher education: merely a bar to jump over, or do they give a pedagogical ‘leg up’?. Assessment & Evaluation in Higher Education 40:5, pages 681-697.
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Eva
Poon Scott. (2012) Short-term gain at long-term cost? How resit policy can affect student learning. Assessment in Education: Principles, Policy & Practice 19:4, pages 431-449.
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G. Pell, R. Fuller, M. Homer & Trudie Roberts. (2012) Is short-term remediation after OSCE failure sustained? A retrospective analysis of the longitudinal attainment of underperforming students in OSCE assessments. Medical Teacher 34:2, pages 146-150.
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Chris Ricketts. (2010) A new look at resits: are they simply a second chance?. Assessment & Evaluation in Higher Education 35:4, pages 351-356.
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Articles from other publishers (6)
Rob Nijenkamp, Mark R. Nieuwenstein, Ritske de Jong & Monicque M. Lorist. (2022) Second Chances in Learning: Does a Resit Prospect Lower Study-Time Investments on a First Test?. Journal of Cognition 5:1.
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John Juriansz, Nga Thanh Nguyen & Colin Clark. 2022. Academic Voices. Academic Voices
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Rob Nijenkamp, Mark R. Nieuwenstein, Ritske de Jong & Monicque M. Lorist. (2016) Do Resit Exams Promote Lower Investments of Study Time? Theory and Data from a Laboratory Study. PLOS ONE 11:10, pages e0161708.
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Jochen Michaelis & Benjamin Schwanebeck. (2016) Examination rules and student effort. Economics Letters 145, pages 65-68.
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Godfrey Pell, Richard Fuller, Matthew Homer & Trudie Roberts. (2013) Advancing the objective structured clinical examination: sequential testing in theory and practice. Medical Education 47:6, pages 569-577.
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IC McManus & Katarzyna Ludka. (2012) Resitting a high-stakes postgraduate medical examination on multiple occasions: nonlinear multilevel modelling of performance in the MRCP(UK) examinations. BMC Medicine 10:1.
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