Case study of the use of learner-centered assessment in the math school of a large university in the United States-Reference-Cited by-同舟云学术

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Case study of the use of learner-centered assessment in the math school of a large university in the United States

Published:2024-06-17 Issue: Volume: Page:1-19
ISSN:1380-3611
Container-title:Educational Research and Evaluation
language:en
Short-container-title:Educational Research and Evaluation

Author:

Zheng Yi¹^ORCID,Van Vliet Fern²,Jin Jeong Im³

Affiliation:

1. Mary Lou Fulton Teachers College, Jointly with the School of Mathematical and Statistical Sciences, Arizona State University, Tempe, AZ, USA

2. School of Mathematical and Statistical Sciences, Arizona State University, Tempe, AZ, USA

3. Mary Lou Fulton Teachers College, Arizona State University, Tempe, AZ, USA

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/13803611.2024.2367488

Reference56 articles.

1. Academics’ perceptions of the benefits and challenges of self and peer assessment in higher education

2. Group assessment: comparing group and individual undergraduate module marks

3. From TeachingtoLearning —A New Paradigm For Undergraduate Education

4. Types of reasoning required in university exams in mathematics

5. New Insights Into Learning and Teaching and Their Implications for Assessment

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