[1]
|
ACVIM (1997). Question-writing guidelines. American College of Ve terinary Internal Medicine.
http://www.acvim.org/uploadedFiles/Candidates/exam/ABIMQuestionWritingGuidelines.pdf
|
[2]
|
Blackboard (2007). Blackboard homepage, Blackboard Inc.
http://www.blackboard.com/us/index.Bb
|
[3]
|
Brown, S., Rust, C., & Gibbs, G. (1994) Strategies for diversifying assessment in higher education. Oxford: Oxford Centre for Staff De velopment.
|
[4]
|
Burton, S. J., Sudweeks, R. R., Merrill, P. F., & Wood, B. (1991). How to prepare better multiple-choice test items: Guidelines for university faculty. Bringham Young University Testing Services and the De partment of Instructional Science.
http://testing.byu.edu/info/handbooks/betteritems.pdf
|
[5]
|
Censeo (2007). Guidelines for writing effective tests: A practical “short course” for test authors. Censeo Corporation.
http://www.censeocorp.com/downloads/whitepapers/guidelines-for-writing-effective-tests.asp
|
[6]
|
Elton, L., & Johnston, B. (2002) “Setting the scene”, assessment in universities: A critical review of research. London: Generic Centre Learning and Teaching Support Network (LTSN).
http://eprints.soton.ac.uk/59244/1/59244.pdf
|
[7]
|
English, L. D. (1998). Children’s problem posing within formal and in formal context. Journal for Research in Mathematics Education, 29, 83-106. doi:10.2307/749719
|
[8]
|
James, R., McInnes, C., & Devlin, M. (2002). Assessing learning in Australian universities. Canberra: Australian Universities Teaching Committee.
|
[9]
|
King, A. (1995). Inquiring minds really do want to know: Using ques tioning to teach critical thinking. Teaching of Psychology, 22, 13-17.
doi:10.1207/s15328023top2201_5
|
[10]
|
Leung, S. S., & Wu, R. X. (1999). Problem posing with middle grades mathematics: Two real classroom examples. Mathematics teaching in the middle school. Reston, VA: National Council of Teachers of Mathematics.
|
[11]
|
Yu, F., & Liu, Y. (2004a). Perceived potential value of student multi ple-choice question-construction in the introductory physics labora tory. Proceedings of International Conference on Engineering Edu cation ICEE-2004, Gainesville.
|
[12]
|
Yu, F., & Liu, Y. (2004b). Active learning through student generated question in physics experimentation classrooms. Proceedings of In ternational Conference on Engineering Education ICEE-2004, Gai nesville.
|
[13]
|
Lublin, J. (2000). Guidelines for good practice in assessment. Univer sity of Western Sydney, Campbelltown: Centre for Enhancement of Learning and Teaching.
|
[14]
|
Miller, A. H. (1987). Course design for university lecturers. New York: Nichols Publishing Company.
|
[15]
|
Palmer, E., & Devitt, P. (2006). Constructing multiple choice questions as a method for learning. Singapore: Annals Academy of Medicine.
http://www.annals.edu.sg/PDF/35VolNo9Sep2006/V35N9p604.pdf
|
[16]
|
Parker, L. (2004). Intersecting sets: Carrick, assessment and evaluation. Key Note Address Presented at the Evaluations and Assessment Con ference. Melbourne: RMIT.
|
[17]
|
Parry, S. (2004). Student assessment. Key Note Address Presented at the Evaluations and Assessment Conference. Melbourne: RMIT.
|
[18]
|
Phye, G. D. (1997). Handbook of academic learning—Construction of knowledge. California: Academic Press.
|
[19]
|
Ramsden, P. (1988). Improving learning—New perspectives. London: Kogan Page.
|
[20]
|
Ramsden, P. (2003). Learning to teach in higher education (2nd ed.). London & New York: Routledge Falmer.
|
[21]
|
Silver, E. A. (1994). On mathematical problem posing. For the Learn ing of Mathematics, 14, 19-28.
|
[22]
|
Singer, H. (1978). Active comprehension: From answering to asking questions. Reading Teacher, 31, 901-908.
|
[23]
|
Sircar, S. S., & Tandon, O. P. (1999). Involving students in question writing: A unique feedback with fringe benefits. Advances in Physi ology Education, 22, 84-92.
|
[24]
|
Toohey, S. (1999). Designing courses for higher education. Bucking ham, UK: SRHE and Open University Press.
|
[25]
|
Wong, B. Y. L. (1985). Self-questioning instructional research: A re view. Review of Educational Research, 55, 227-268.
doi:10.3102/00346543055002227
|