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Direct linkSchinske, Jeffrey N. – Journal of College Science Teaching, 2011
Testing strategies centered around open-ended assessments are generally thought to result in deeper learning compared with close-ended questioning. However, the time requirements involved in grading open-ended assessments on exams often limit the feasibility of using such assessments. This article presents an index card questioning strategy…
Descriptors: Misconceptions, Testing, Grading, Higher Education
