| 1 |
Development and Evaluation of a Questionnaire to Assess Physical Educators' Knowledge of Student Assessment  |
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| 2 |
The Impact on Student Performance of Altering the Assessment Criteria around Formative Computer Based Assessments  |
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| 3 |
P. Marriott & A. Lau. (2008). The use of online summative assessment in an undergraduate financial accounting course. Journal of Accounting Education, 26(2), 73-90. |
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| 4 |
L. McDowell & K. Sambell. (1999). The experience of innovative assessment: Students perspectives. In Assessment matters in higher education: Choosing and using diverse approaches (Eds S. Brown, & A. Glasner)UK: McGraw-Hill Education. |
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| 5 |
Twelve tips for computer-based assessment in medical education.  |
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| 6 |
O. J. Kim. (2018). The effects of music lesson applying the blended learning-based STEAM education on the musical knowledge and STEAM literacy of pre-service kindergarten teachers. Journal of the Korea Convergence Society, 9(2), 217-227. |
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| 7 |
J. Bull & C. McKenna. (2000). Computer-assisted assessment centre (TLTP3) update. In 4th International CAA Conference, Loughborough, UK: Loughborough University. |
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| 8 |
Sustainable Assessment: Rethinking assessment for the learning society  |
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| 9 |
Implementation of computer assisted assessment: lessons from the literature  |
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| 10 |
Conative Feedback in Computer-Based Assessment  |
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| 11 |
Y. Choi & D. Seo. (2018). Developing a prototype of learning epistemic frame using computer based learning system : Learning analytics. Journal of the Korea Convergence Society, 9(3), 23-29. |
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| 12 |
S. Zakrzewski & J. Bull. (1999). The mass implementation and evaluation of computer based assessments. Assessments and Evaluation in Higher Education, 23(2), 141-152. |
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| 13 |
A review of computer‐assisted assessment  |
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| 14 |
C. McKenna. (2001). Academic approaches and attitudes towards CAA: A qualitative study in Danson, M. &Eabry, C. (eds.) Fifth International Computer Assisted Assessment (CAA) Conference Proceedings, Loughborough University, UK. |
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| 15 |
Formative Assessment in Higher Education: Moves Towards Theory and the Enhancement of Pedagogic Practice  |
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| 16 |
Computer-based assessment of student-constructed responses  |
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| 17 |
W. Harlen & R. Deakin-Crick. (2002). A Systematic review of the impact of summative assessment and tests on students’ motivation for learning. London:EPPI-Centre, Social Science Research Unit, University of London Institute of Education. |
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| 18 |
A Study of Perceptional Typologies on Computer Based Assessment (CBA): Instructor and Student Perspectives  |
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| 19 |
An investigation of Big Five and narrow personality traits in relation to Internet usage  |
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| 20 |
MBTI personality type and other factors that relate to preference for online versus face-to-face instruction  |
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| 21 |
Students’ ICT self-efficacy and computer and information literacy: Determinants and relationships  |
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| 22 |
Computer Based Assessment Acceptance: A Cross-cultural Study in Greece and Mexico  |
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| 23 |
O. P. John & S. Srivastava. (1999). The Big Five trait taxonomy: History, measurement, and theoretical perspectives. In LA Pervin, O. P. John (Eds.), Handbook of Personality: Theory and Research (pp.102-138), New York: Guilford Press. |
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