155 results on '"Muijtjens, A M M"'
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2. Stakeholder Perspectives on Workplace-Based Performance Assessment: Towards a Better Understanding of Assessor Behaviour
3. Development and validation of the TOCO–TURBT tool: a summative assessment tool that measures surgical competency in transurethral resection of bladder tumour
4. The 'Don't Know' Option in Progress Testing
5. High enthusiasm about long lasting mentoring relationships and older mentors
6. Stakeholder perspectives on workplace-based performance assessment: towards a better understanding of assessor behaviour
7. High educational impact of a national simulation-based urological curriculum including technical and non-technical skills
8. Workplace-Based Assessment: Raters' Performance Theories and Constructs
9. Selection into medicine: the predictive validity of an outcome-based procedure
10. Web-Assisted Assessment of Professional Behaviour in Problem-Based Learning: More Feedback, yet No Qualitative Improvement?
11. Relationships between Language Background, Secondary School Scores, Tutorial Group Processes, and Students' Academic Achievement in PBL: Testing a Causal Model
12. The don’t know option in progress testing
13. Instruments to Explore Blended Learning: Modifying a Method to Analyse Online Communication for the Analysis of Face-to-Face Communication
14. The Development of Shared Cognition in Paediatric Residents Analysing a Patient Video versus a Paper Patient Case
15. Differences in Knowledge Development Exposed by Multi-Curricular Progress Test Data
16. Is an Angoff Standard an Indication of Minimal Competence of Examinees or of Judges?
17. ROC and Loss Function Analysis in Sequential Testing
18. The Use of Observational Diaries in In-Training Evaluation: Student Perceptions
19. Using Resampling To Estimate the Precision of an Empirical Standard-Setting Method.
20. A Comparison of Standard-Setting Procedures for an OSCE in Undergraduate Medical Education.
21. Sequential Testing in the Assessment of Clinical Skills.
22. Influence of PBL with open-book tests on knowledge retention measured with progress tests
23. Workplace-based assessment: raters’ performance theories and constructs
24. Web-assisted assessment of professional behaviour in problem-based learning: more feedback, yet no qualitative improvement?
25. Workplace-based assessment: effects of rater expertise
26. Fellows’ in intensive care medicine views on professionalism and how they learn it
27. The development of shared cognition in paediatric residents analysing a patient video versus a paper patient case
28. Measuring potential predictors of burnout and engagement among young veterinary professionals; construction of a customised questionnaire (the Vet-DRQ)
29. Burnout and engagement, and its predictors in young veterinary professionals: the influence of gender
30. Differences in knowledge development exposed by multi-curricular progress test data
31. Is an Angoff Standard an Indication of Minimal Competence of Examinees or of Judges?
32. Broadening Perspectives on Clinical Performance Assessment: Rethinking the Nature of In-training Assessment
33. ROC and Loss Function Analysis in Sequential Testing
34. Studentsʼ and teachersʼ perceived and actual verbal interactions in seminar groups
35. Perceptions of learning as a function of seminar group factors
36. Unintentional failure to assess for experience in senior undergraduate OSCE scoring
37. Effects of conventional and problem-based learning on clinical and general competencies and career development
38. Benchmarking by cross-institutional comparison of student achievement in a progress test
39. Origin bias of test items compromises the validity and fairness of curriculum comparisons
40. Web- or paper-based portfolios: is there a difference?
41. Factors inhibiting assessment of studentsʼ professional behaviour in the tutorial group during problem-based learning
42. The predictive validity of grade point average scores in a partial lottery medical school admission system
43. Validity of portfolio assessment: which qualities determine ratings?
44. Student perceptions of a virtual learning environment for a problem-based learning undergraduate medical curriculum
45. Comparison of text and video cases in a postgraduate problem-based learning format
46. Setting a standard for performance assessment of doctor−patient communication in general practice
47. Assessing simulated patients in an educational setting: the MaSP (Maastricht Assessment of Simulated Patients)
48. Panel expertise for an Angoff standard setting procedure in progress testing: item writers compared to recently graduated students
49. Reliability and credibility of an Angoff standard setting procedure in progress testing using recent graduates as judges
50. The effect of a 'don't know' option on test scores: number-right and formula scoring compared
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