Who benefits from computerized learning progress assessment in reading education? Evidence from a two‐cohort pre–post design.
Background: Learning Progress Assessments (LPA) have been developed to help teachers individualize their curriculum. The use of LPA is facilitated by an increasing number of computerized LPA tools. However, little is known about student factors that influence the effectiveness of computerized LPA. O...
| Publicado en: | Journal of Computer Assisted Learning Vol. 40; no. 6; pp. 2471 - 2484 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2024
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| Acceso en línea: | Ver este registro en EBSCOhost |