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The effects of a digital formative assessment tool on spelling achievement: Results of a randomized experiment
ARTICLE

, Department of Research Methodology ; , ELAN

Computers & Education Volume 122, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

In this study, a randomized experimental design was used to examine the effects of a digital formative assessment tool on spelling achievement of third grade students (eight-to nine-years-olds). The sample consisted of 30 experimental schools (

Citation

Faber, J.M. & Visscher, A.J. (2018). The effects of a digital formative assessment tool on spelling achievement: Results of a randomized experiment. Computers & Education, 122(1), 1-8. Elsevier Ltd. Retrieved April 2, 2020 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2018.03.008

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