Toward adaptive assessment — The student's angle

[1]  K. Tatsuoka,et al.  Open-Ended Versus Multiple-Choice Response Formats—It Does Make a Difference for Diagnostic Purposes , 1987 .

[2]  Howard Gardner,et al.  Chapter 2: To Use Their Minds Well: Investigating New Forms of Student Assessment , 1991 .

[3]  R. Linn Educational measurement, 3rd ed. , 1989 .

[4]  Carol A. Chapelle,et al.  AMBIGUITY TOLERANCE AND FIELD INDEPENDENCE AS PREDICTORS OF PROFICIENCY IN ENGLISH AS A SECOND LANGUAGE , 1986 .

[5]  Stephen B. Dunbar,et al.  Complex, Performance-Based Assessment: Expectations and Validation Criteria , 1991 .

[6]  Linda Crocker,et al.  Improving Multiple-Choice Test Performance for Examinees with Different Levels of Test Anxiety , 1987 .

[7]  Barbara L. McCombs,et al.  Processes and skills underlying continuing intrinsic motivation to learn: Toward a definition of motivational skills training interventions , 1984 .

[8]  Howard Gardner,et al.  To Use Their Minds Well: Investigating New Forms of Student Assessment , 1991 .

[9]  Abigail M. Harris,et al.  Gender differences in national assessment of educational progress science items: What does i don't know really mean? , 1987 .

[10]  Uri Zoller,et al.  Interaction between Examination Type, Anxiety State, and Academic Achievement in College Science; an Action-Oriented Research. , 1989 .

[11]  Test mode, test instructions, and retention , 1979 .

[12]  John P. Rickards,et al.  The encoding versus the external storage hypothesis in note taking , 1978 .

[13]  R. Adams,et al.  Construction Versus Choice in Cognitive Measurement , 1995 .

[14]  Thomas A. Romberg,et al.  Toward a New Science of Educational Testing and Assessment. SUNY Series, Teacher Preparation and Development. , 1992 .

[15]  V. K. Kumar,et al.  Test Mode Anticipation and Performance: A Classroom Experiment. , 1983 .

[16]  M. Zeidner Essay Versus Multiple-Choice Type Classroom Exams: The Student's Perspective. , 1987 .

[17]  Jacqueline Hansen,et al.  The Relationship of Field-Dependent-Independent Cognitive Styles to Foreign Language Achievement. , 1981 .

[18]  J. Grandy CHARACTERISTICS OF EXAMINEES WHO LEAVE QUESTIONS UNANSWERED ON THE GRE GENERAL TEST UNDER RIGHTS‐ONLY SCORING , 1987 .

[19]  Baruch Nevo,et al.  Face validity revisited. , 1985 .

[20]  Uri Zoller,et al.  Gender differences in examination‐type preferences, test anxiety, and academic achievements in college science education—a case study , 1990 .

[21]  Robert E. Slavin,et al.  Best-Evidence Synthesis: Why Less Is More , 1987 .

[22]  J. Francis A Case for Open‐Book Examinations , 1982 .

[23]  Menucha Birenbaum,et al.  Effects of Response Format on Diagnostic Assessment of Scholastic Achievement , 1992 .

[24]  A. Bandura Self-efficacy mechanism in human agency , 2024, Psihologìâ ì suspìlʹstvo.

[25]  C. Chapelle Field independence : a source of language test variance? , 1988 .

[26]  Janice K. McBee,et al.  Take home tests: An experimental study , 1983 .

[27]  R. Shavelson Performance Assessment in Science , 1991 .

[28]  G. d'Ydewalle,et al.  Study time and test performance as a function of test expectations , 1983 .

[29]  Field Dependence-Independence and Language Testing: Evidence from Six Pacific Island Cultures , 1984 .

[30]  Elke Geisler-Brenstein,et al.  Self‐Concept and Learning: the revised inventory of learning processes , 1991 .

[31]  R. Ryan,et al.  Perceived locus of causality and internalization: Examining reasons for acting in two domains. , 1989 .