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PRIMUS
Problems, Resources, and Issues in Mathematics Undergraduate Studies
Volume 7, 1997 - Issue 1
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Original Articles

AN ALTERNATIVE METHOD OF ASSESSMENT: USING STUDENT-CREATED PROBLEMS

Agnes M. Rash Mathematics and Computer Science Department, St. Joseph's University, 5600 City Avenue, Philadelphia, PA, 19131, USA E-mail: [email protected]
Pages 89-95 | Published online: 13 Aug 2007

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Frederick Peck. (2021) Towards Anti-Deficit Education in Undergraduate Mathematics Education: How Deficit Perspectives Work to Structure Inequality and What Can Be Done About It. PRIMUS 31:9, pages 940-961.
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Yuefeng Lu & James Lynch. (2017) Are Clinical Vignette Questions Harder than Traditional Questions in Gross Anatomy Course?. Medical Science Educator 27:4, pages 723-728.
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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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Jody L. Lounsbery & Amy L. Pittenger. (2011) Case-based Assessment in an Online Nursing Pharmacotherapy Course. American Journal of Pharmaceutical Education 75:6, pages 114.
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Amy L. Pittenger & Jody L. Lounsbery. (2011) Student-Generated Questions to Assess Learning in an Online Orientation to Pharmacy Course. American Journal of Pharmaceutical Education 75:5, pages 94.
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Nahid Sharifi Ashtiani & Esmat Babaii. (2007) COOPERATIVE TEST CONSTRUCTION: THE LAST TEMPTATION OF EDUCATIONAL REFORM?. Studies in Educational Evaluation 33:3-4, pages 213-228.
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