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Comparison of Answer-Until-Correct and Full-Credit Assessments in a Team-based Learning Course
Objective. To assess the impact of awarding partial credit to team assessments on team performance and on quality of team interactions using an answer-until-correct method compared to traditional methods of grading (multiple-choice, full-credit). Methods. Subjects were students from 3 different offe...
Gardado en:
| Publicado en: | Am J Pharm Educ |
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| Main Authors: | , , , |
| Formato: | Artigo |
| Idioma: | Inglês |
| Publicado: |
American Journal of Pharmaceutical Education
2015
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| Assuntos: | |
| Acceso en liña: | https://ncbi.nlm.nih.gov/pmc/articles/PMC4386742/ https://ncbi.nlm.nih.gov/pubmed/25861102 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.5688/ajpe79221 |
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