Certainty-Based Self-Assessment: A Chance for Enhanced Learning Engagement in Higher Education. An Experience at the University of Barcelona-Reference-Cited by-同舟云学术

Certainty-Based Self-Assessment: A Chance for Enhanced Learning Engagement in Higher Education. An Experience at the University of Barcelona

Published:2023 Issue: Volume: Page:689-700
ISSN:2367-3370
Container-title:Creative Approaches to Technology-Enhanced Learning for the Workplace and Higher Education
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Author:

Remesal Ana,Corral María José,García-Mínguez Patricio,Domínguez Judit,SanMiguel Iria,Macsotay Tomas,Suárez Ernesto

Publisher

Springer Nature Switzerland

Link

https://link.springer.com/content/pdf/10.1007/978-3-031-41637-8_56

Reference22 articles.

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2. Leclercq, D., Gilles, J.L.: GUESS, Un logiciel pour s’entraîner à l’auto-estimation de sa compétence cognitive. In: Weber, J., Dumont, B. (ed.), QCM et Questionnaires Fermés, actes du 3° colloque international de l’ESIEE, Marne-la-Vallée, décembre, pp. 137–158 (1994). http://hdl.handle.net/2268/8953

3. Leclercq, D. (ed): Diagnostic cognitif et métacognitif au seuil de l’université. Le projet MOHICAN mené par les 9 universités de la Communauté Française Wallonie Bruxelles. Editions de l’université de Liège: Liège (2003). http://hdl.handle.net/2268/17837

4. Gardner-Medwin, T., Curtin, N.: Certainty-based marking (CBM) for reflective learning and proper knowledge assessment. In: Proceedings of the REAP International Online Conference: Assessment Design for Learner Responsibility. Glasgow: University of Strathclyde, pp. 29–31 (2006)

5. Gardner-Medwin, T.: Certainty-based marking: stimulating thinking and improving objective tests. In: Bryan, C., Clegg, K. (eds.). Innovative Assessment in Higher Education, pp. 141–150. Routledge, NY (2019)