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Where less is more: Limited feedback in formative online multiple-choice tests improves student self-regulation.

Richard SayDenis VisentinAnnette SaundersIain AthertonAndrea CarrCarolyn King
Published in: J. Comput. Assist. Learn. (2024)
Keyphrases
  • multiple choice
  • formative assessment
  • open ended
  • multiple choice questions
  • reading comprehension
  • online learning
  • exam questions
  • learning strategies
  • distance learning
  • post test
  • statistically significant