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Indira N. Z. Day, Floris M. van Blankenstein, Michiel Westenberg & Wilfried Admiraal. (2018) A review of the characteristics of intermediate assessment and their relationship with student grades. Assessment & Evaluation in Higher Education 43:6, pages 908-929.
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Vagner Beserra, Miguel Nussbaum & Antonio Grass. (2017) Using a fine-grained multiple-choice response format in educational drill-and-practice video games. Interactive Learning Environments 25:6, pages 717-732.
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Alice Man Sze Lau. (2016) ‘Formative good, summative bad?’ – A review of the dichotomy in assessment literature. Journal of Further and Higher Education 40:4, pages 509-525.
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Pooja Patel & Leslie E. Laud. (2015) Poetry Feedback That Feeds Forward. Middle School Journal 46:4, pages 24-31.
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MichelleA. Drouin. (2010) Group-Based Formative Summative Assessment Relates to Improved Student Performance and Satisfaction. Teaching of Psychology 37:2, pages 114-118.
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MarkA. McDaniel, JanisL. Anderson, MaryH. Derbish & Nova Morrisette. (2007) Testing the testing effect in the classroom. European Journal of Cognitive Psychology 19:4-5, pages 494-513.
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Articles from other publishers (24)
Lisa Durrance Blalock, Vanessa R. Rainey & Jane S. Halonen. 2023. International Handbook of Psychology Learning and Teaching. International Handbook of Psychology Learning and Teaching
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Seyed M. Ismail, D. R. Rahul, Indrajit Patra & Ehsan Rezvani. (2022) Formative vs. summative assessment: impacts on academic motivation, attitude toward learning, test anxiety, and self-regulation skill. Language Testing in Asia 12:1.
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Lisa Durrance Blalock, Vanessa R. Rainey & Jane S. Halonen. 2020. International Handbook of Psychology Learning and Teaching. International Handbook of Psychology Learning and Teaching
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Brandy Gatlin-Nash, Jin Kyoung Hwang, Novell E. Tani, Elham Zargar, Taffeta Star Wood, Dandan Yang, Khamia B. Powell & Carol McDonald Connor. (2021) Using Assessment to Improve the Accuracy of Teachers’ Perceptions of Students’ Academic Competence. The Elementary School Journal 121:4, pages 609-634.
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Emily Lee, Jennifer L. Mabry, Toni Roberts & Krista M. Davis. (2021) Development of the Simulation-Positive Learning Evaluation (SIM-PLE) rubric for use in medical-surgical nursing high fidelity simulations. Nurse Education in Practice 51, pages 102992.
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Lisa Durrance Blalock, Vanessa R. Rainey & Jane S. Halonen. 2020. International Handbook of Psychology Learning and Teaching. International Handbook of Psychology Learning and Teaching
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Guzman Mancho-Barés & Marta Aguilar-Pérez. (2020) EMI lecturers’ practices in correcting English. Journal of Immersion and Content-Based Language Education 8:2, pages 257-284.
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Daniel Dziob. (2018) Board Game in Physics Classes—a Proposal for a New Method of Student Assessment. Research in Science Education 50:3, pages 845-862.
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Kristin L. Sayeski & Bethany Hamilton-Jones. (2019) Open Educational Resources From the Innovative Resources for Instructional Success Center. Intervention in School and Clinic 55:5, pages 271-277.
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Beth Levant, Wolfram Zückert & Anthony Paolo. (2018) Post-exam feedback with question rationales improves re-test performance of medical students on a multiple-choice exam. Advances in Health Sciences Education 23:5, pages 995-1003.
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Daniel Dziob, Lukasz Kwiatkowski & Dagmara Sokolowska. (2018) Class Tournament as an Assessment Method in Physics Courses: A Pilot Study. EURASIA Journal of Mathematics, Science and Technology Education 14:4.
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Rolando Jr. C. Villamero & Leda Kamenopoulou. 2018. Inclusive Education and Disability in the Global South. Inclusive Education and Disability in the Global South
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Paul Bazelais, Tenzin Doleck & David John Lemay. (2017) Exploring the Association Between Formative and Summative Assessments in a Pre-University Science Program. Journal of Formative Design in Learning 1:2, pages 65-72.
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Necati TAŞKIN & Ebru KILIÇ ÇAKMAK. (2017) Öğrenci Merkezli Öğrenme Ortamlarında Oyunlaştırmanın Alternatif Değerlendirme Amaçlı Kullanımı. Bartın Üniversitesi Eğitim Fakültesi Dergisi, pages 1227-1248.
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Abdel-Hameed A. Badawy, Mohammad Ibrahim & Spencer Benson. (2016) Let There Be Hope: Assessing the Implications of Exam Re-Taking on Student Learning Outcomes and Grades of Engineering Students Grounded on Metacognition Awareness Framework. Let There Be Hope: Assessing the Implications of Exam Re-Taking on Student Learning Outcomes and Grades of Engineering Students Grounded on Metacognition Awareness Framework.
Lenin G. Lemus-Zúñiga, J. M. Montañana, F. Buendia-García, J. L. Poza-Luján, J. L. Posadas-Yagüe & J. V. Benlloch-Dualde. (2015) Computer-assisted method based on continuous feedback to improve the academic achievements of first-year students on computer engineering. Computer Applications in Engineering Education 23:4, pages 610-620.
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Gregory J. Sinner, John C. Briggs, Frazier T. Stevenson & Stanley J. Nazian. (2014) Group Testing in Medical Education: An Assessment of Group Dynamics, Student Acceptance, and Effect on Student Performance. Medical Science Educator 23:3, pages 346-354.
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Jennifer L. Breckler, Tina Christensen & Wendy Sun. (2013) Using a Physics Experiment in a Lecture Setting to Engage Biology Students with the Concepts of Poiseuille's Law. CBE—Life Sciences Education 12:2, pages 262-273.
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Joëlle Morrissette. (2015) Des modes d’interaction au coeur de la mise en oeuvre d’une évaluation formative non instrumentée. Nouveaux cahiers de la recherche en éducation 16:2, pages 88-111.
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Kenneth M. Cramer, Craig Ross, Emily S. Orr & Ann Marcoccia. (2012) Making the Grade: Evaluating the Construct Validity of MyPsychLab as a Measure of Psychology Mastery. Creative Education 03:03, pages 293-295.
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María T. Carrillo-de-la-Peña & Jorge Pérez. (2011) Continuous Assessment Improved Academic Achievement and Satisfaction of Psychology Students in Spain. Teaching of Psychology 39:1, pages 45-47.
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Adrienne E. Williams, Nancy M. Aguilar-Roca, Michelle Tsai, Matthew Wong, Marin Moravec Beaupré & Diane K. O’Dowd. (2011) Assessment of Learning Gains Associated with Independent Exam Analysis in Introductory Biology. CBE—Life Sciences Education 10:4, pages 346-356.
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Joëlle Morrissette. (2014) Un panorama de la recherche sur l’évaluation formative des apprentissages. Mesure et évaluation en éducation 33:3, pages 1-27.
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Simon Chester, Giles Tewkesbury, David Sanders & Peter Salter. 2007. Web Information Systems and Technologies. Web Information Systems and Technologies
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