The role of formative ‘low-stakes’ assessment in supporting non-traditional students’ retention and progression in higher education: student perspectives
Citation
Sambell, K., & Hubbard, A. (2004). The role of formative ‘low-stakes’ assessment in supporting non-traditional students’ retention and progression in higher education: student perspectives. Widening Participation and Lifelong Learning, 6(2), 25-36
Authors
Keywords
Research, assessment methods, undergraduate study, university study.
Monthly Views: