A multivariate investigation of gender differences in the number of online tests received-checking for perceived self-regulation
作者：
Highlights：
• Self-regulation was a covariate explaining the frequency of e-test received by students.
• The number of formative e-assessments was not explained by students' gender.
• Self-regulation can be used to direct students to use formative assessment as a supportive instructional aid.
• Online item bank consisted of over 13 hundred multiple-choice test items.
• 20-item practice tests were available for the topics.
摘要
•Self-regulation was a covariate explaining the frequency of e-test received by students.•The number of formative e-assessments was not explained by students' gender.•Self-regulation can be used to direct students to use formative assessment as a supportive instructional aid.•Online item bank consisted of over 13 hundred multiple-choice test items.•20-item practice tests were available for the topics.
论文关键词：Perceived self-regulation,Formative e-assessment,E-tests,Gender differences
论文评审过程：Received 2 September 2015, Revised 25 December 2015, Accepted 10 January 2016, Available online 25 January 2016, Version of Record 25 January 2016.
论文官网地址：https://doi.org/10.1016/j.chb.2016.01.010
