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Difficult decisions for progress testing: How much and how often?
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DOI：10.3109/0142159X.2010.485651.png)
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摘要
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This article is primarily an opinion piece which aims to encourage debate and future research. There is little theoretical or practical research on how best to design progress tests. We propose that progress test designers should be clear about the primary purpose of their assessment. We provide some empirical evidence about reliability and cost based upon generalisability theory. We suggest that the future research is needed in the areas of educational impact and acceptability.
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Introducing progress testing in McMaster University's problem-based medical curriculum: Psychometric properties and effect on learning.png)
ACADEMIC MEDICINE
OAAI
ACADEMIC MEDICINEIF5.2
OAAI分享收藏An international comparison of knowledge levels of medical students: The Maastricht Progress Test医学生知识水平的国际比较: 马斯特里赫特进度测验MEDICAL EDUCATION
MEDICAL EDUCATIONIF5.2
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