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Do Embedded Assessments in a Dual‐Level Food Chemistry Course Offer Measurable Learning Advantages?
Do Embedded Assessments in a Dual‐Level Food Chemistry Course Offer Measurable Learning Advantages?
2019
Philip G. Crandall
Jeffrey Clark
Catherine W. Shoulders
Donald M. Johnson
Keywords:
Engineering ethics
Psychology
Pedagogy
Food chemistry
learning assessment
graduate students
Academic achievement
audience response systems
Mathematics education
science instruction
Correction
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