Enabling open‐ended questions in team‐based learning using automated marking: Impact on student achievement, learning and engagement

Background Different types of assessments influence learning and learning behaviour. Multiple‐choice questions (MCQs) reward partial knowledge and encourage surface learning, while open‐ended questions (OEQs) promote deeper learning. Currently, MCQs is part of team‐based learning (TBL) curriculum, a...

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Bibliographic Details
Published in:Journal of computer assisted learning 2022-10, Vol.38 (5), p.1347-1359
Main Authors: Tan, Sophia Huey Shan, Thibault, Guillaume, Chew, Anna Chia Yin, Rajalingam, Preman
Format: Article
Language:English
Subjects:
Academic Achievement
automated marking
Automation
Context
Cooperative Learning
Deep learning
Design of experiments
Feedback
Learner Engagement
Learning
Learning Activities
Learning Processes
Management Systems
Marking
Multiple choice
New technology
Questioning Techniques
Questions
readiness assurance test
Research Design
Student participation
Students
surface learning
Taxonomy
Teaching Methods
team‐based learning
type of assessment
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