págs. 199-202
e-Assessment and the student learning experience: A survey of student perceptions of e-assessment.
págs. 203-214
págs. 215-226
The efficacy of final examinations: A comparative study of closed-book, invigilated exams and open-book, open-web exams.
págs. 227-236
págs. 237-254
págs. 255-272
Mathematical power of special-needs pupils: An ICT-based dynamic assessment format to reveal weak pupils' learning potential.
Marjolijn Peltenburg, Marja van den Heuvel-Panhuizen, Brian Doig
págs. 273-284
Catalytic assessment: understanding how MCQs and EVS can foster deep learning.
págs. 285-293
Blended e-learning skeleton of conversation: Improving formative assessment in undergraduate dissertation supervision.
págs. 294-305
págs. 306-315
págs. 316-328
Mutual feedback in e-portfolio assessment: an approach to the netfolio system.
págs. 342-357
págs. 358-370
e-Assessment for learning? The potential of short-answer free-text questions with tailored feedback.
págs. 371-385
págs. 386-398
© 2001-2024 Fundación Dialnet · Todos los derechos reservados