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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...
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| Pubblicato in: | CBE Life Sci Educ |
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| Autori principali: | , , , , , |
| Natura: | Artigo |
| Lingua: | Inglês |
| Pubblicazione: |
American Society for Cell Biology
2016
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| Soggetti: | |
| Accesso online: | 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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