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Andy Wearn, Vanshay Bindra, Bradley Patten & Benjamin P. T. Loveday. (2023) Relationship between medical programme progress test performance and surgical clinical attachment timing and performance. Medical Teacher 45:8, pages 877-884.
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Olga Zlatkin-Troitschanskaia, Carla Kühling-Thees, Judith Gordon, Jasmin Reichert-Schlax, Roland Happ & Hans-Anand Pant. (2022) Improving study admission through entry diagnostics using a validated subject-specific test. Assessment & Evaluation in Higher Education 47:8, pages 1274-1288.
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Lydia Schaap, Peter Verkoeijen & Henk Schmidt. (2014) Effects of different types of true–false questions on memory awareness and long-term retention. Assessment & Evaluation in Higher Education 39:5, pages 625-640.
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Articles from other publishers (4)
Vincent DionChristina St-OngeIlona BartmanClaire TouchieDebra Pugh. (2022) Written-Based Progress Testing: A Scoping Review. Academic Medicine 97:5, pages 747-757.
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Colleen M. Stevenson. (2019) Benefits of a Low-Stakes Write-to-Learn Assignment on Exam Performance. Teaching of Psychology 47:1, pages 45-49.
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Susanne Schmidt, Olga Zlatkin-Troitschanskaia & Jean-Paul Fox. (2016) Pretest-Posttest-Posttest Multilevel IRT Modeling of Competence Growth of Students in Higher Education in Germany. Journal of Educational Measurement 53:3, pages 332-351.
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Roland Happ, Manuel Förster, Olga Zlatkin-Troitschanskaia & Vivian Carstensen. (2016) Assessing the previous economic knowledge of beginning students in Germany: Implications for teaching economics in basic courses. Citizenship, Social and Economics Education 15:1, pages 45-57.
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