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|Scopus||Web of Science®|
|Title:||Students generating questions for their own written examination: methodology development for PBL curricula|
|Citation:||Advances in Health Sciences Education, 2011; 16(5):703-710|
|Tracey Papinczak, Awais Saleem Babri, Ray Peterson, Vaughan Kippers and David Wilkinson|
|Abstract:||Assessment partnerships between staff and students are considered a vital component of the student-centred educational process. To enhance the development of this partnership in a problem-based learning curriculum, all first-year students were involved in generating a bank of formative assessment questions with answers, some of which were included in their final written examination. Important principles to guide development of a sound methodology for such an assessment partnership have been described. These include organisational issues as well as matters pertaining to participation, education and motivation of students and teaching staff.|
|Keywords:||Problem-based learning; Assessment; Assessment partnerships; Self-directed learning; Examinations|
|Rights:||Copyright Springer Science+Business Media B.V. 2009|
|Appears in Collections:||Medical Education Unit publications|
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