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Requiring students to justify answer changes during collaborative testing may be necessary for improved academic performance*
OBJECTIVE: Three hypotheses were tested in a chiropractic education program: (1) Collaborative topic-specific exams during a course would enhance student performance on a noncollaborative final exam administered at the end-of-term, compared to students given traditional (noncollaborative) topic-spec...
Gardado en:
| Publicado en: | J Chiropr Educ |
|---|---|
| Main Authors: | , |
| Formato: | Artigo |
| Idioma: | Inglês |
| Publicado: |
the Association of Chiropractic Colleges
2017
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| Assuntos: | |
| Acceso en liña: | https://ncbi.nlm.nih.gov/pmc/articles/PMC5656153/ https://ncbi.nlm.nih.gov/pubmed/28157390 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.7899/JCE-16-5 |
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