The Influence of the Evaluating Instrument on Students’ Learning
Bibliographic Data
| ID | 8221525 |
|---|---|
| Authors | John Balch (0000-0002-2270-0417, Stanford University, corresponding author) |
| Year | 1964 |
| Volume | 1 |
| Issue | 3 |
| Pages | 169-182 |
| Publication date | 1964-05-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/00028312001003169 |
| OpenAlex | W1988914952 |
| Language | EN |
| Citations received | 1 |
| References cited | 48 |
Does the evaluating instrument influence the nature and consequence of learning? And if so, how and to what extent? Over the past sixty years there has been much theoretical discussion of these questions and over the past thirty years some spasmodic research attempting to answer them. Unfortunately, the number of experimental studies seems to be decreasing, few definite answers are available, and there is apparently no comprehensive collection of research findings upon which to base further studies
Mathematics education · Medical education · Computer Science · Education and Critical Thinking Development · Educational Assessment and Pedagogy · Medicine · Psychology
| Citations per year | 0.03 |
|---|---|
| Citation span | 1987 - 1987 (1) |
| Highly cited | No |