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Original Article

Asking the Right Questions: Using Student-Written Exams as an Innovative Approach to Learning and Evaluation

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Pages 31-36 | Published online: 08 Dec 2014

References

  • Ahn, Ruth, and Mary Class (2011), "Student-Centered Pedagogy: Co-Construction of Knowledge Through Student-Generated Midterm Exams," International Journal of Teaching and Learning in Higher Education, 23 (2), 269-281.
  • Bloom, Benjamin S. (1956), Taxonomy of Educational Objectives. The Classification of Educational Goals, Handbook I: Cognitive Domain, New York: David McKay.
  • Eastman, Jacqueline K., and Cathy Owens Swift (2001), "New Horizons in Distance Education: The Online Learner-Centered Marketing Class," Journal of Marketing Education, 23 (1), 25-34.
  • Green, Donna H. (1997), "Student-Generated Exams: Testing and Learning," Journal of Marketing Education, 19 (2), 43-53.
  • Maddox, E. Nick (1993), "The Use of Student-Generated Examinations: Guidelines, Benefits and Cautions," in Mastering Management Education: Innovations in Teaching Effectiveness, Charles M. Vance, ed., Newbury Park, CA: Sage, 240-247.
  • McIntyre, Shelby H., and J. Michael Munson (2008), "Exploring Cramming: Student Behaviors, Beliefs, and Learning Retention in the Principles of Marketing Course," Journal of Marketing Education, 30 (3), 226-243.
  • Razzouk, Nabil Y., and Lance A. Masters (1989), "Improving Evaluation in Marketing Education: A Revisit to the Final Exam," Journal of Marketing Education, 11 (1), 28-32.
  • Smith, Lois J. (2001), "Content and Delivery: A Comparison and Contrast of Electronic and Traditional MBA Marketing Planning Courses," Journal of Marketing Education, 23 (1), 35-44.

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