Promoting deep approach to learning and self-efficacy by changing the purpose of self-assessment: a comparison of summative and formative models

Forskningsoutput: TidskriftsbidragArtikelVetenskapligPeer review

Originalspråkengelska
TidskriftStudies in Higher Education
Antal sidor16
ISSN0307-5079
DOI
Status!!E-pub ahead of print - 20 nov 2019
MoE-publikationstypA1 Tidskriftsartikel-refererad

Vetenskapsgrenar

  • 111 Matematik
  • 516 Pedagogik

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