Summative Integrierte Multiple Choice-Prüfungen: Ein Promotor oder eine Hindernis für bedeutungsorientiertes Lernen der Studierenden [Summative integrative multiple choice examinations: Do they promote or prevent deep learning approaches?]

Summative Integrierte Multiple Choice-Prüfungen: Ein Promotor oder eine Hindernis für bedeutungsorientiertes Lernen der Studierenden [Summative integrative multiple choice examinations: Do they promote or prevent deep learning approaches?]

[english] Numerous studies provide evidence that the learning approach of students has an influence on their academic performance in examinations. As part of the 2001 reform of the medical curriculum at the Medical University of Vienna, a new assessment system was implemented for knowledge testing...

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Bibliographic Details
Main Author: Himmelbauer, Monika
Format: Article
Language:deu
Published: German Medical Science GMS Publishing House 2009-11-01
Series:GMS Zeitschrift für Medizinische Ausbildung
Subjects:
Learning approaches
test performance
multiple-choice questions
examination
Lernorientierung
Prüfungsleistung
Multiple-Choice-Prüfungen
Prüfungsfragen
Online Access:http://www.egms.de/static/en/journals/zma/2009-26/zma000635.shtml

Internet

http://www.egms.de/static/en/journals/zma/2009-26/zma000635.shtml

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