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Where less is more: Limited feedback in formative online multiple-choice tests improves student self-regulation.
Richard Say
Denis Visentin
Annette Saunders
Iain Atherton
Andrea Carr
Carolyn King
Published in:
J. Comput. Assist. Learn. (2024)
Keyphrases
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multiple choice
formative assessment
open ended
multiple choice questions
reading comprehension
online learning
exam questions
learning strategies
distance learning
post test
statistically significant