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Assessment & Evaluation in Higher Education Volume 37, 2012 - Issue 4
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Articles

Using student-generated questions for student-centred assessment

Tracey Papinczak School of Medicine, Mayne Medical School, University of Queensland, Herston, Brisbane 4006, AustraliaCorrespondence[email protected]
,
Raymond Peterson School of Medicine, Mayne Medical School, University of Queensland, Herston, Brisbane 4006, Australia
,
Awais Saleem Babri School of Medicine, Mayne Medical School, University of Queensland, Herston, Brisbane 4006, Australia
,
Kym Ward School of Medicine, Mayne Medical School, University of Queensland, Herston, Brisbane 4006, Australia
,
Vaughan Kippers School of Medicine, Mayne Medical School, University of Queensland, Herston, Brisbane 4006, Australia
&
David Wilkinson School of Medicine, Mayne Medical School, University of Queensland, Herston, Brisbane 4006, Australia
Pages 439-452 | Published online: 18 Mar 2011

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Fu-Yun Yu & Ju-Ko Wei. (2024) Citing as an online learning support tool for student-generated assessment. Technology, Pedagogy and Education 33:2, pages 165-186.
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Hannah Pham, Stefan Court-Kowalski, Hong Chan & Peter Devitt. (2023) Writing Multiple Choice Questions—Has the Student Become the Master?. Teaching and Learning in Medicine 35:3, pages 356-367.
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Youness Touissi, Ghita Hjiej, Abderrazak Hajjioui, Azeddine Ibrahimi & Maryam Fourtassi. (2022) Does developing multiple-choice Questions Improve Medical Students’ Learning? A Systematic Review. Medical Education Online 27:1.
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Josh B Kurtz, Michael A Lourie, Elizabeth E Holman, Karri L Grob & Seetha U Monrad. (2019) Creating assessments as an active learning strategy: what are students’ perceptions? A mixed methods study. Medical Education Online 24:1.
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Sean Tackett, Mark Raymond, Rishi Desai, Steven A. Haist, Amy Morales, Shiv Gaglani & Stephen G. Clyman. (2018) Crowdsourcing for assessment items to support adaptive learning. Medical Teacher 40:8, pages 838-841.
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Rianne Poot, Renske A. M. de Kleijn, Harold V. M. van Rijen & Jan van Tartwijk. (2017) Students generate items for an online formative assessment: Is it motivating?. Medical Teacher 39:3, pages 315-320.
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Weiyan Xiong, Yidan Zhu & Youliang Zhang. 2023. Crafting the Future of International Higher Education in Asia via Systems Change and Innovation. Crafting the Future of International Higher Education in Asia via Systems Change and Innovation 215 230 .
Jeremy King Wang, Kuan Yang Chew, Hafez Sorouri Zanjani, Siew Ping Han, Emmanuel Tan & Christopher Liow. (2022) Setting the way for Instagram‐based horizontal learning. Medical Education 56:11, pages 1138-1139.
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Anupi DasDrDrDipti BaniaDrDr, Nasima SultanaDrDr & Geeta BaruahDrDr. (2022) IMPACT OF USING STUDENT GENERATED MULTIPLE CHOICE QUESTIONS IN LEARNING PHYSIOLOGY. INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCH, pages 3-5.
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Steven Moore, Huy A. Nguyen, Norman Bier, Tanvi Domadia & John Stamper. 2022. Educating for a New Future: Making Sense of Technology-Enhanced Learning Adoption. Educating for a New Future: Making Sense of Technology-Enhanced Learning Adoption 243 257 .
Tatiana Golechkova & Nataliya Pletneva. (2021) Enhancing Student Engagement through Student-Generated Activities: Case Study. Enhancing Student Engagement through Student-Generated Activities: Case Study.
Ester Aflalo. (2018) Students generating questions as a way of learning. Active Learning in Higher Education 22:1, pages 63-75.
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Alice Huang, Dale Hancock, Matthew Clemson, Giselle Yeo, Dylan Harney, Paul Denny & Gareth Denyer. (2021) Selecting student-authored questions for summative assessments. Research in Learning Technology 29.
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Ari Nugraha, Izhar Almizan Wahono & Tomoo Inoue. (2020) An Initial Study of Collaborative Refinement of Student-Created Questions. An Initial Study of Collaborative Refinement of Student-Created Questions.
Allen Z. Reich, Galen R. Collins, Agnes L. DeFranco & Suzanne L. Pieper. (2019) A recommended closed-loop assessment of learning outcomes process for hospitality programs. International Hospitality Review 33:1, pages 53-66.
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Rebecca Grainger, Wei Dai, Emma Osborne & Diane Kenwright. (2018) Medical students create multiple-choice questions for learning in pathology education: a pilot study. BMC Medical Education 18:1.
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Chih-Chao Hsu & Tzone-I. Wang. (2018) Applying game mechanics and student-generated questions to an online puzzle-based game learning system to promote algorithmic thinking skills. Computers & Education 121, pages 73-88.
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Carlos Gonzalez‐Cabezas, Olivia S. Anderson, Mary C. Wright & Margherita Fontana. (2015) Association Between Dental Student‐Developed Exam Questions and Learning at Higher Cognitive Levels. Journal of Dental Education 79:11, pages 1295-1304.
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David Carless & Ricky Lam. 2014. Designing Assessment for Quality Learning. Designing Assessment for Quality Learning 167 179 .
Alexander Jobs, Christoph Twesten, Anna Göbel, Hendrik Bonnemeier, Hendrik Lehnert & Gunther Weitz. (2013) Question-writing as a learning tool for students – outcomes from curricular exams. BMC Medical Education 13:1.
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Louise Young & Tracey Papinczak. (2012) Strategies for sustaining quality in PBL facilitation for large student cohorts. Advances in Health Sciences Education 18:4, pages 825-833.
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