Gender Considerations and Innovative Learning-centred Assessment Practices
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- Type
- article
- Published
- 2008-08-01
- Cited by
- 2
- References
- 59
- Access
- Open access
- OpenAlex
- https://openalex.org/W308875
- Semantic Scholar
- https://api.semanticscholar.org/CorpusID:141414383
Keywords
Diversity (politics), Psychology, Higher education, Accountability, Pedagogy
References
- Estimating one's own personality and intelligence scores.
- Students as Evaluators in Practicum: Examining Peer/Self Assessment and Self-Efficacy.
- The Best Value in Formative Assessment
- Implementing Performance Assessment in the Classroom
- Gender and Psychological Type: Implications for Serving Nontraditional Students.
- Responding Responsibly to the Frenzy To Assess Learning in Higher Education.
- The Imposter Phenomenon: An Internal Barrier to Empowerment and Achievement
- Manual: A Guide to the Development and Use of the Myers-Briggs Type Indicator
- Why Our Schools Are Failing and What We Can Learn from Japanese and Chinese Education
- Gender Differences in the Self-Assessment of Accuracy on Cognitive Tasks
- Students' and assessors' attitudes towards students' self‐assessment of their personal and professional behaviours
- Basic issues and principles in classroom assessment
- Self‐assessment scores and gender
- Sources and Levels of Stress in Relation to Locus of Control and Self Esteem in University Students
- Relational Health, Attachment, and Psychological Distress in College Women and Men
- Competency-based student self-assessment on a surgery rotation.
- Sex differences in self-estimates of different aspects of intelligence
- Assessment and the promotion of academic values
- Classroom assessment techniques : a handbook for college teachers
- Estimating One's Own and One's Relatives' Multiple Intelligence: A Study from Argentina
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