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Mathematics teachers' self-reported practices of formative assessments in teaching mathematics online
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
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Learning How to Learn and Assessment for Learning: a theoretical inquiry
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Assessment Strategies for Enhancing Students’ Mathematical Problem-solving Skills: A Review of Literature
inferredcites →https://doi.org/10.29333/iji.2021.14158aopenalex-snapshot
Formative Assessment as a Predictor of Mathematics Teachers’ Levels of Metacognitive Regulation
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Online Delivery and Assessment during COVID-19: Safeguarding Academic Integrity
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Digital Competence and University Teachers’ Conceptions about Teaching. A Structural Causal Model
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Alternative Web-Based Assessment and Academic Self-Efficacy of Pre-Service Student Teachers
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Rethinking Assessment in Higher Education
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Gender Difference in Formative Assessment Knowledge of Senior High School Teachers in the Upper West Region of Ghana.
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An Empirical Analysis of the Antecedents and Performance Consequences of Using the Moodle Platform
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inferred← citeshttps://doi.org/10.48017/dj.v11i2.3666openalex-snapshot
Exploring the Strategies of Mathematics Teachers in Grading Students’ Affective Learning
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