Student assessment and examination rules

Medical Teacher

Volumn 21, Issue 3, 1999, Pages 318-321

  Cohen Schotanus, Janke ^a,b  

^a UNIVERSITY OF GRONINGEN   (Netherlands)

^b UNIVERSITY MEDICAL CENTER GRONINGEN   (Netherlands)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; COGNITION; CURRICULUM; EDUCATION PROGRAM; EXAMINATION; HUMAN; INSTRUMENTAL CONDITIONING; LEARNING; MEDICAL EDUCATION; NETHERLANDS; STUDENT;

EID: 0032972708     PISSN: 0142159X     EISSN: None     Source Type: Journal    
DOI: 10.1080/01421599979626     Document Type: Article

References (9)

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2. CoHEX-ScHOTAXUS, J. (1994) Effecten van curriciilumveranderingen [Effect of curriculum changes], dissertation with English summary (Groningen, Groningen University).
3. FREDERIKSEN, N. (1984) The real test bias: influences of testing on teaching and learning, American Psychologist, 39, pp. 193-202.
4. HAMMAR, M.L., FORSBERG, P.M. & LoFTAS, P.I. (1995) An innova-tive examination ending the medical curriculum, Medical Education, 29, pp. 452-457.
5. JANSEN, E.P.W.A. (1996) Curriculumorganisatie en studievoortgang [Curriculum organization and study progress] dissertation with English summary (Groningen, Groningen University GION).
6. NEWBLE, D.I. & JAEGER, K. (1983) The effect of assessments and examinations on the learning of medical students, Medical Education, 17, pp. 165-171.
7. POTTS, M.J. & PHELAN, K.W. (1997) A drop in pediatrie subject examination scores after curriculum changes that emphasize general pediatrie topics, Archives of Pediatrics and Adolescent Medicine, 9, pp. 938-942.
8. TINTO, V. (1987) Leaving College: Rethinking Causes and Cures of Student Attrition (Chicago, University of Chicago Press).
9. VAN DERVLEUTEN, C.P.M. (1996) Beyond Intuition, inaugural lecture (Maastricht, UPM).