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Assessing the quality of a student-generated question repository
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Assessing the quality of a student-generated question repository (2014)Assessing the quality of a student-genera…Student-generated content: Using PeerWise to enhance engagement and outcomes in introductory physics courses (2012)Student-generated content: Us…Assessing expertise in introductory physics using categorization task (2011)Assessing expertise in introd…A participatory learning approach to biochemistry using student authored and evaluated multiple‐choice questions (2011)A participatory learning appr…Just the Facts? Introductory Undergraduate Biology Courses Focus on Low-Level Cognitive Skills (2010)Just the Facts? Introductory …Catalytic assessment: understanding how MCQs and EVS can foster deep learning (2009)Catalytic assessment: underst…Application of Bloom's Taxonomy Debunks the "MCAT Myth" (2008)Application of Bloom's Taxono…E‐assessment by design: using multiple‐choice tests to good effect (2007)E‐assessment by design: using…New instrument for measuring student beliefs about physics and learning physics: The Colorado Learning Attitudes about Science Survey (2006)New instrument for measuring …Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006)Formative assessment and self…Technology for active learning (2003)Technology for active learningForce concept inventory (1992)Force concept inventoryCategorization and Representation of Physics Problems by Experts and Novices* (1981)Categorization and Representa…A Coefficient of Agreement for Nominal Scales (1960)A Coefficient of Agreement fo…Taxonomy of Educational Objectives: The Classification of Educational Goals, Handbook I: Cognitive Domain (1956)Taxonomy of Educational Objectives: The Classification of Educational Goals. 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References

  • 1960A Coefficient of Agreement for Nominal Scales42,335 cited
  • 2006Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice5,821 cited
  • 1981Categorization and Representation of Physics Problems by Experts and Novices*5,238 cited
  • 1992Force concept inventory3,233 cited
  • 2006New instrument for measuring student beliefs about physics and learning physics: The Colorado Learning Attitudes about Science Survey695 cited
  • 2007E‐assessment by design: using multiple‐choice tests to good effect340 cited
  • 2010Just the Facts? Introductory Undergraduate Biology Courses Focus on Low-Level Cognitive Skills285 cited
  • 2009Catalytic assessment: understanding how MCQs and EVS can foster deep learning157 cited
  • 2008Application of Bloom's Taxonomy Debunks the "MCAT Myth"147 cited
  • 2003Technology for active learning136 cited
  • 2011A participatory learning approach to biochemistry using student authored and evaluated multiple‐choice questions102 cited
  • 2012Student-generated content: Using PeerWise to enhance engagement and outcomes in introductory physics courses85 cited
  • 2011Assessing expertise in introductory physics using categorization task68 cited

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