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Between PIAAC and the new literacy studies. What adult education can learn from large-scale assessments without adopting the neo-liberal paradigm ...
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Between PIAAC and the new literacy studies. What adult education can learn from large-scale assessments without adopting the neo-liberal paradigm
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In: Münster ; New York : Waxmann 2021, 265 S. - (Alphabetisierung und Grundbildung; 14) (2021)
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"Langsam vermisse ich die Schule .". Schule während und nach der Corona-Pandemie
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In: Münster ; New York : Waxmann 2020, 229 S. - (Die Deutsche Schule, Beiheft; 16) (2020)
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Wirkzusammenhänge zwischen phonologischen Vorläuferfertigkeiten, emotionaler Kompetenz und Leseleistung. Empirische Befunde aus dem Projekt TRIO mit Kindern im Alter von 5 bis 7 Jahren
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In: 2020, 89 S. - (Masterarbeit, Universität Kassel, 2020) (2020)
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Wirkzusammenhänge zwischen phonologischen Vorläuferfertigkeiten, emotionaler Kompetenz und Leseleistung. Empirische Befunde aus dem Projekt TRIO mit Kindern im Alter von 5 bis 7 Jahren ...
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Teachers' self-efficacy beliefs regarding assessment and promotion of school-relevant skills of preschool children ...
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Teachers' self-efficacy beliefs regarding assessment and promotion of school-relevant skills of preschool children
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In: Early child development and care 189 (2019) 2, S. 339-351 (2019)
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The High Five Model: Associations of the high factors with complete mental well-being and academic adjustment in university students ...
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Differences in counting skills between Chinese and German children are accompanied by differences in processing of approximate numerical magnitude information
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In: Frontiers in psychology 9 (2019), 8 S. (2019)
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How to Improve Test Scores on the Preliminary Scholastic Aptitude Test in Evidence-Based Reading and Writing
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In: Doctoral Dissertations and Projects (2019)
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Student engagement in an outperforming urban school as measured through cognitive, behavioral, and emotional indicators ...
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Absolute and relative measures of instructional sensitivity ...
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Absolute and relative measures of instructional sensitivity
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In: Journal of educational and behavioral statistics 42 (2017) 6, S. 678-705 (2017)
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In the Importance of EFL Learners' Writing Skill: Is there any Relation between Writing Skill and Content Score of English Essay Test?
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In: International Letters of Social and Humanistic Sciences ; 6 ; 1-12 (2017)
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The Investigation of Difference between PPT and CBT Results of EFL Learners in Iran: Computer Familiarity and Test Performance in CBT
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In: International Letters of Social and Humanistic Sciences ; 11 ; 66-75 (2017)
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Academic Needs and Family Factors in the Education of Southeast Asian American Students: Dismantling the Model Minority Myth
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In: Journal of Southeast Asian American Education and Advancement (2017)
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Tensions in post-examination feedback: information for learning versus potential for harm
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Abstract:
Objective: Self-regulation is recognised as being a requisite skill for professional practice This study is part of a programme of research designed to explore efficient methods of feedback that improve medical students’ ability to self-regulate their learning. Our aim was to clarify how students respond to different forms and content of written feedback and to explore the impact on study behaviour and knowledge acquisition. Methods: Year 2 students in a 4-year graduate entry medical programme completing four formative progress tests during the academic year were randomised into three groups receiving different feedback reports. All reports included proportion correct overall and by clinical rotation. One group received feedback reports including lists of clinical presentations relating to questions answered correctly and incorrectly; another group received reports containing this same information in combination with response certitude. The final group received reports involving normative comparisons. Baseline progress test performance quartile groupings (a proxy for academic ability) were determined by results on the first progress test. A mixed-method approach with triangulation of research findings was used to interpret results. Outcomes of interest included progress test scores, summative examination results and measures derived from study diaries, questionnaires and semi-structured interviews. Results: Of the three types of feedback provided in this experiment, feedback containing normative comparisons resulted in inferior test performance for students in the lowest performance quartile group. This type of feedback appeared to stimulate general rather than examination-focused study. Conclusions: Medical students are often considered relatively homogenous and high achieving, yet the results of this study suggest caution when providing them with normative feedback indicating poorer performance relative to their peers. There is much need for further work to explore efficient methods of providing written feedback that improves medical students’ ability to self-regulate their learning, particularly when giving feedback to those students who have the most room for improvement.
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Keyword:
3304 Education; Achievement; Clinical Skills; Competence; Education; Medical-Students; Perceptions; Performance; Progress Test; Self-Assessment; Validity
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URL: https://espace.library.uq.edu.au/view/UQ:bcb0f68
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Diagnostic tests in Czech for pupils with a first language different from the language of schooling ... : Diagnosticni testi na Ceskem za ucence, katerih prvi jezik ni enak jeziku solanja ...
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Diagnostic tests in Czech for pupils with a first language different from the language of schooling ; Diagnosticni testi na Ceskem za ucence, katerih prvi jezik ni enak jeziku solanja
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In: CEPS Journal 6 (2016) 1, S. 31-48 (2016)
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An Investigation of the Link Between Nonverbal Aptitude and Academic Achievement
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In: FIU Electronic Theses and Dissertations (2016)
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