Assessment steers learning down the right road: impact of progress testing on licensing examination performance.
about
Knowledge assessment of trainees and trainers in general practice in a neighboring country. Making a case for international collaboration.Using Audience Response Technology to provide formative feedback on pharmacology performance for non-medical prescribing students--a preliminary evaluation.Challenging medical students with an interim assessment: a positive effect on formal examination score in a randomized controlled studyReassessing the educational environment among undergraduate students in a chiropractic training institution: A study over time.Management of early- and late-stage rheumatoid arthritis: are physiotherapy students' intended behaviours consistent with canadian best practice guidelines?Peyton's four-step approach for teaching complex spinal manipulation techniques - a prospective randomized trialThe use of progress testing.An exploratory study into the impact and acceptability of formatively used progress testing in postgraduate obstetrics and gynaecologyPre-clerkship clinical skills and clinical reasoning course performance: Explaining the variance in clerkship performance : Pre-clerkship predictors of clerkship varianceResident Development via Progress Testing and Test-Marking: An Innovation and Program Evaluation.Integrating cognitive and affective dimensions of pain experience into health professions education.Influences on medical students' self-regulated learning after test completion.Exploring assessment factors contributing to students' study strategies: literature review.Progress testing: critical analysis and suggested practices.Towards a program of assessment for health professionals: from training into practice.Perceptions of postgraduate trainees on the impact of objective structured clinical examinations on their study behavior and clinical practice.Taking the sting out of assessment: is there a role for progress testing?Do OSCE progress test scores predict performance in a national high-stakes examination?Progress testing: is there a role for the OSCE?Is Performance-Based Progress Testing in Psychiatry Feasible?The OSCE progress test--Measuring clinical skill development over residency training.Workplace-based assessment and students' approaches to learning: a qualitative inquiry.A systemic framework for the progress test: strengths, constraints and issues: AMEE Guide No. 71.Can computer-based assessment enhance the acceptance of formative multiple choice exams? A utility analysis.Embedding of the progress test in an assessment program designed according to the principles of programmatic assessment.Reflecting on interprofessional education in the design of space and place: lessons from Namibia.[Undergraduate teaching in ophthalmology. Do standardized practical examinations make sense?].Progress test utopia.
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P2860
Assessment steers learning down the right road: impact of progress testing on licensing examination performance.
description
2010 nî lūn-bûn
@nan
2010年の論文
@ja
2010年学术文章
@wuu
2010年学术文章
@zh
2010年学术文章
@zh-cn
2010年学术文章
@zh-hans
2010年学术文章
@zh-my
2010年学术文章
@zh-sg
2010年學術文章
@yue
2010年學術文章
@zh-hant
name
Assessment steers learning dow ...... nsing examination performance.
@en
Assessment steers learning dow ...... nsing examination performance.
@nl
type
label
Assessment steers learning dow ...... nsing examination performance.
@en
Assessment steers learning dow ...... nsing examination performance.
@nl
prefLabel
Assessment steers learning dow ...... nsing examination performance.
@en
Assessment steers learning dow ...... nsing examination performance.
@nl
P2093
P2860
P1433
P1476
Assessment steers learning dow ...... nsing examination performance.
@en
P2093
Alan Neville
Barber Mueller
Geoff Norman
Jennifer M Blake
P2860
P304
P356
10.3109/0142159X.2010.486063
P577
2010-01-01T00:00:00Z