Formative assessment strategies for students' conceptions—The potential of learning analytics
- DOI
- 10.15488/13652
- Published
- 2022
- Container
- Not recorded
- Publisher
- Oxford : Wiley-Blackwell
- Open access
- yes
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limited evidence Score 47/100 under policy 1.0.0. This is a metadata assessment, not a judgment of the paper's conclusions.
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Cite this work
BibTeX
@article{allodium:10.15488/13652,
title = {Formative assessment strategies for students' conceptions—The potential of learning analytics},
author = {Stanja, Judith and Gritz, Wolfgang and Krugel, Johannes and Hoppe, Anett and Dannemann, Sarah},
year = {2022},
doi = {10.15488/13652},
url = {https://doi.org/10.15488/13652}
}RIS
TY - JOUR TI - Formative assessment strategies for students' conceptions—The potential of learning analytics AU - Stanja, Judith AU - Gritz, Wolfgang AU - Krugel, Johannes AU - Hoppe, Anett AU - Dannemann, Sarah PY - 2022 DO - 10.15488/13652 UR - https://doi.org/10.15488/13652 ER -
APA
Judith, S., Wolfgang, G., Johannes, K., Anett, H., & Sarah, D. (2022). Formative assessment strategies for students' conceptions—The potential of learning analytics. https://doi.org/10.15488/13652
Source records
- datacite · retrieved 2026-09-25T18:25:20.490Z