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Assessment & Evaluation in Higher Education Volume 43, 2018 - Issue 6
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Articles

A review of the characteristics of intermediate assessment and their relationship with student grades

Indira N. Z. DayICLON, Leiden University Graduate School of Teaching, Leiden University, Leiden, The NetherlandsCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-5511-1061
ORCID Icon,
Floris M. van BlankensteinICLON, Leiden University Graduate School of Teaching, Leiden University, Leiden, The Netherlands
,
Michiel WestenbergInstitute of Psychology, Leiden University, Leiden, The Netherlands
&
Wilfried AdmiraalICLON, Leiden University Graduate School of Teaching, Leiden University, Leiden, The NetherlandsORCID Iconhttp://orcid.org/0000-0002-1627-3420
ORCID Icon
Pages 908-929 | Published online: 27 Dec 2017

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Eric Martin & Steven Kim. (2022) Impact of Instructor Generated Guided Reading Questions for University Textbooks on Learning. Journal of College Reading and Learning 52:3, pages 151-169.
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Indira N. Z. Day, F. M. van Blankenstein, P. M. Westenberg & W. F. Admiraal. (2019) University teachers’ conceptions of their current and ideal intermediate assessment: an A+ is good, but speaking your mind is better. Studies in Higher Education 44:12, pages 2223-2234.
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Maria Teresa Restivo, Diana Urbano & Maria Fátima Chouzal. (2024) Instrumentation for measurement: A case study on conceptual versus problem-solving knowledge. International Journal of Mechanical Engineering Education.
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Talia S. da Silva Burke. (2022) Continuous assessment in a large first-year engineering mechanics course: the effect of participation and performance in compulsory and voluntary assessments on final grades. Continuous assessment in a large first-year engineering mechanics course: the effect of participation and performance in compulsory and voluntary assessments on final grades.
Shanshan Wang, Junping Qiu, Jia Zhou & Yunlong Yu. (2022) Evolution and Future Prospects of Education Evaluation Research in China over the Last Decade. Sustainability 14:21, pages 14340.
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Angelo Fynn & Elias Oupa Mashile. (2022) Continuous Online Assessment at a South African Open Distance and e-Learning Institution. Frontiers in Education 7.
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Sin Wang Chong, Ting Jun Lin & Yulu Chen. (2022) A methodological review of systematic literature reviews in higher education: Heterogeneity and homogeneity. Educational Research Review 35, pages 100426.
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Joana Martinho Costa, Sónia Araújo, Mohammad Soliman & Maria José Sousa. 2022. Advanced Virtual Environments and Education. Advanced Virtual Environments and Education 77 87 .
Xiaomei Wei, Nadira Saab & Wilfried Admiraal. (2021) Assessment of cognitive, behavioral, and affective learning outcomes in massive open online courses: A systematic literature review. Computers & Education 163, pages 104097.
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VijayethaP Patil & VidyaS Patil. (2021) Effectiveness of structured feedback after formative tests on first year MBBS students' performance in summative examination. International Journal of Advanced Medical and Health Research 8:2, pages 70.
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Owen P. Hall Jr.. 2021. Research Anthology on Business and Technical Education in the Information Era. Research Anthology on Business and Technical Education in the Information Era 556 578 .
Indira N. Z. Day, Wilfried Admiraal & Nadira Saab. 2021. Student Retention and Success in Higher Education. Student Retention and Success in Higher Education 217 249 .
M. A. Anikieva. (2020) Measuring the achievements of student for creating the individual training schedule in the electronic environment. Informatics and education:4, pages 46-52.
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Eva Cifrian, Ana Andrés, Berta Galán & Javier R. Viguri. (2020) Integration of different assessment approaches: application to a project-based learning engineering course. Education for Chemical Engineers 31, pages 62-75.
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Owen P. Hall Jr.. 2020. Methodologies and Outcomes of Engineering and Technological Pedagogy. Methodologies and Outcomes of Engineering and Technological Pedagogy 133 162 .

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