The contribution of classroom exams to formative evaluation of concept-level knowledge-Reference-Cited by-同舟云学术

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The contribution of classroom exams to formative evaluation of concept-level knowledge

Published:2019-10 Issue: Volume:59 Page:101806
ISSN:0361-476X
Container-title:Contemporary Educational Psychology
language:en
Short-container-title:Contemporary Educational Psychology

Author:

Rivers Michelle L.,Dunlosky John,Joynes Robin

Publisher

Elsevier BV

Subject

Developmental and Educational Psychology,Education

Reference69 articles.

1. The empirical curriculum: Changes in postsecondary course-taking, 1972–2000;Adelman,2004

2. Self-regulated learning in academic domains;Alexander,2011

3. Assessment and the regulation of learning;Allal,2010

4. The role of classroom assessment in supporting self-regulated learning;Andrade,2016

5. Measurement of relative metamnemonic accuracy;Benjamin,2008

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1. Exam Review Versus Categorical Feedback: Which Improves Scores by Doctor of Physical Therapy Students?;Journal of Physical Therapy Education;2023-12-26

2. What evidence-based learning activities help students acquire knowledge, correct confidence in their own knowledge, and accurate self-assessment?;Learning and Individual Differences;2023-12

3. Argumentative-driven assessments in engineering: a challenge-based learning approach to the evaluation of competencies;International Journal on Interactive Design and Manufacturing (IJIDeM);2023-01-06

4. A Transformer-Based Approach for the Automatic Generation of Concept-Wise Exercises to Provide Personalized Learning Support to Students;Lecture Notes in Computer Science;2023

5. What is the impact of interleaving practice and delaying judgments on the accuracy of category-learning judgments?;Journal of Experimental Psychology: Applied;2022-08-25

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