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Assessing classroom assessment techniques


Victoria

Beck

Assessing classroom assessment techniques

The purpose of this study was to empirically test the assertion that the “muddiest point,” a specific type of classroom assessment technique, improves student learning. Study results indicated no significant difference, on average, between the control and experimental groups.

CETL Starter Grant Award

2009-2010

Public Affairs

1000.00


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by Reinke, Heidi L last modified May 10, 2011 01:57 PM