Divisibility and a goal-gradient effect in higher education? The relationship between number of examination tasks and student performance.
2012 (English)Conference paper (Refereed)
Place, publisher, year, edition, pages
higher education, examination tasks, student performance, course design
IdentifiersURN: urn:nbn:se:bth-10698OAI: oai:DiVA.org:bth-10698DiVA: diva2:854312
International Institute of Social and Economic Sciences (IISSES) 3d International Academic Conference, September 9-12, 2012 in Lisboa