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Weekly Formative Exams and Creative Grading Enhance Student Learning in an Introductory Biology Course
First-year students often become discouraged during introductory biology courses when repeated attempts to understand concepts nevertheless result in poor test scores. This challenge is exacerbated by traditional course structures that impose premature judgments on students’ achievements. Repeated t...
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| Publicat a: | CBE Life Sci Educ |
|---|---|
| Autors principals: | , , , , |
| Format: | Artigo |
| Idioma: | Inglês |
| Publicat: |
American Society for Cell Biology
2017
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| Matèries: | |
| Accés en línia: | https://ncbi.nlm.nih.gov/pmc/articles/PMC5332045/ https://ncbi.nlm.nih.gov/pubmed/28130269 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1187/cbe.16-02-0104 |
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