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Understanding BAME attainment gaps: the perspective of assessment
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2 |
Transparency Isn’t Spoon-Feeding: How a Transformative Approach to the Use of Explicit Assessment Criteria Can Support Student Self-Regulation
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Transparency isn’t spoon-feeding: How a transformative approach to the use of explicit assessment criteria can support student self-regulation
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4 |
Service quality and intercultural adjustment: exploring and comparing the perceptions of international students and academic staff of a UK Russell Group university
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5 |
Transparency Isn't Spoon-Feeding: How a Transformative Approach to the Use of Explicit Assessment Criteria Can Support Student Self-Regulation
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BASE
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Show details
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6 |
Transparency Isn't Spoon-Feeding: How a Transformative Approach to the Use of Explicit Assessment Criteria Can Support Student Self-Regulation
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BASE
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Show details
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