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Cognitive Difficulty and Format of Exams Predicts Gender and Socioeconomic Gaps in Exam Performance of Students in Introductory Biology Courses
Recent reform efforts in undergraduate biology have recommended transforming course exams to test at more cognitively challenging levels, which may mean including more cognitively challenging and more constructed-response questions on assessments. However, changing the characteristics of exams could...
Shranjeno v:
| izdano v: | CBE Life Sci Educ |
|---|---|
| Main Authors: | , , , , , |
| Format: | Artigo |
| Jezik: | Inglês |
| Izdano: |
American Society for Cell Biology
2016
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| Teme: | |
| Online dostop: | https://ncbi.nlm.nih.gov/pmc/articles/PMC4909345/ https://ncbi.nlm.nih.gov/pubmed/27252299 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1187/cbe.15-12-0246 |
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