Monika Holmeier

发表

A teacher perspective on benefits and challenges of peer-assessment

P. Labudde, Regula Grob, Monika Holmeier, 2018 .

Further development of educational effectiveness theory in a multilevel context: from theory to methodology and from empirical evidence back to theory

Monika Holmeier, Katharina Maag Merki, M. Emmerich, 2015 .

Formative Assessment to Support Students’ Competences in Inquiry-Based Science Education

P. Labudde, Regula Grob, Monika Holmeier, 2017 .

Analysing formal formative assessment activities in the context of inquiry at primary and upper secondary school in Switzerland

P. Labudde, Regula Grob, Monika Holmeier, 2019, International Journal of Science Education.

Written Teacher Feedback: Aspects of Quality, Benefits and Challenges

Mathias Ropohl, Silke Rönnebeck, J. Nielsen, 2018 .

Supporting Student Learning in Scientific Inquiry: The Potential of Teachers' Written Feedback

Mathias Ropohl, Silke Rönnebeck, J. Nielsen, 2017 .

Changes in student attributions due to the implementation of central exit exams

Britta Oerke, Monika Holmeier, Katharina Maag Merki, 2011 .

Description of the ASSIST-ME assessment methods and competences (ASSIST-ME Deliverable D4.7)

Olia E. Tsivitanidou, Peter Labudde, Claudia Stübi, 2014 .

Students’ Perspectives on Peer Assessment

A. Tiberghien, J. Petr, O. Tsivitanidou, 2018 .

Statewide low-stakes tests and a teaching to the test effect? An analysis of teacher survey data from two German states

Britta Oerke, Monika Holmeier, Katharina Maag Merki, 2012 .