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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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| Gepubliceerd in: | CBE Life Sci Educ |
|---|---|
| Hoofdauteurs: | , , , , |
| Formaat: | Artigo |
| Taal: | Inglês |
| Gepubliceerd in: |
American Society for Cell Biology
2017
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| Onderwerpen: | |
| Online toegang: | 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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