Effects of prior knowledge state assessment and progress assessment on study results in independent learning

Whether informal subject-oriented prior-knowledge state assessment or information progress-assessment results in increased study pace or a positive effect on final test results was studied with over 9500 open education college students. Student characteristics related to differences in participation...

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Bibliographic Details
Published inStudies in educational evaluation Vol. 24; no. 2; pp. 179 - 201
Main Authors Moerkerke, George, Dochy, Filip J.R.C.
Format Journal Article
LanguageEnglish
Published Elsevier Ltd 1998
Subjects
College Students
Foreign Countries
Higher Education
Independent Study
Open Education
Open University (Netherlands)
Participation
Prior Learning
Student Characteristics
Student Evaluation
Test Results
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ISSN0191-491X
1879-2529
DOI10.1016/S0191-491X(98)00010-8

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Summary:Whether informal subject-oriented prior-knowledge state assessment or information progress-assessment results in increased study pace or a positive effect on final test results was studied with over 9500 open education college students. Student characteristics related to differences in participation in information-assessment procedures were studied with 1081 students. (SLD)
ISSN:0191-491X
1879-2529
DOI:10.1016/S0191-491X(98)00010-8