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Long-Term Learning, Achievement Tests, and Learner Centered Instruction
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Salinas, Moises F.; Kane-Johnson, Sarah E.; Vasil-Miller, Melissa A. – Journal of the Scholarship of Teaching and Learning, 2008
The purpose of this study was to examine the effectiveness of achievement tests to measure long-term learning at the higher education level in traditional verses learner-centered classrooms. Volunteer instructors who use comprehensive achievement tests as an important component of their grading system were asked to complete an instrument that…
Descriptors: Achievement Tests, Learner Controlled Instruction, Active Learning, Conventional Instruction