A Model for Integrating Information and Communication Technologies into the Diagnostic Assessment Process: Towards a Universal Design of Learning
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Publisher
Springer Nature Switzerland
Link
https://link.springer.com/content/pdf/10.1007/978-3-031-68650-4_23
Reference27 articles.
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3. Molin, F., De Bruin, A., Haelermans, C.: A conceptual framework to understand learning through formative assessments with student response systems: the role of prompts and diagnostic cues. Soc. Sci. Hum. Open 6, 100323 (2022). https://doi.org/10.1016/j.ssaho.2022.100323
4. Griful-Freixenet, J., Struyven, K., Vantieghem, W., Gheyssens, E.: Exploring the interrelationship between Universal Design for Learning (UDL) and Differentiated Instruction (DI): a systematic review. Educ. Res. Rev. 29, 100306 (2020). https://doi.org/10.1016/j.edurev.2019.100306
5. Zhang, L., Basham, J.D., Carter, R.A.: Measuring personalized learning through the Lens of UDL: development and content validation of a student self-report instrument. Stud. Educ. Eval. 72, 101121 (2022). https://doi.org/10.1016/j.stueduc.2021.101121
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