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Qualifying with Different Types of Quizzes in an Online EFL Course: Influences on Perceived Learning and Academic Achievement
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Çakiroglu, Ünal; Saylan, Esin; Çevik, Isak; Özkan, Adem – International Review of Research in Open and Distributed Learning, 2022
This quasi-experimental study explored how different online exam types differentiate learners' academic achievement and perceived learning. The participants comprised 95 undergraduate students enrolled in an English course at a Turkish university in three groups, each taking a different type of quiz: with multiple-choice, open-ended, and mixed…
Descriptors: Test Format, Computer Assisted Testing, Electronic Learning, English (Second Language)
The C-Test as Predictor of the Academic Success of International Students
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Daller, Michael; Müller, Amanda; Wang-Taylor, Yixin – International Journal of Bilingual Education and Bilingualism, 2021
The present article gives an overview of several studies on the predictive validity of the C-test. In the first part of the article, we discuss the construct validity of this test format. Only if the underlying construct of this test is understood, can a justification for high predictive validity be made. In the second part, we discuss several…
Descriptors: Predictive Validity, Academic Achievement, Foreign Students, Graduate Students