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This improvement has a number of possible explanations: regression to the mean, effects of assessments or contact with study staff, natural history, and selection of individuals more prone to change (since agreement to participate might indicate some desire to change) [ 22].
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The effects of assessment alone observed here are striking.
Rather, the present study targets the differential effects of assessment conditions within and across age groups.
These varying findings may have been caused by general effects of assessment on learning behaviour.
Self-regulation theory has been invoked to explain the effects of assessment [ 5- 8].
Dochy et al. (2007) distinguish pre-, post- and pure learning effects of assessment.
Until now, positive effects of assessment at a medical curriculum level have not been demonstrated.
No validated model exists to explain the learning effects of assessment, a problem when designing and researching assessment for learning.
Validation is necessary before any model can meaningfully inform the design of, or research into, the learning effects of assessment.
There has only recently been an attempt to formalize existing knowledge by classifying the learning effects of assessment [ 4].
The purpose of this study was to explore whether the model describing the pre-assessment learning effects of assessment had explanatory potential in a clinical setting.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com