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1
Closed or open book for invigilated tests : does it make a difference?
Hickson, Stephen
-
2021
Persistent link: https://www.econbiz.de/10012643957
Saved in:
2
Cashless economies, data analysis, and research-based teaching : the versatility of the velocity of money for teaching macroeconomics
Gunby, Philip
;
Hickson, Stephen
-
2020
Persistent link: https://www.econbiz.de/10012426561
Saved in:
3
Is cash dead? : using cconomic concepts to motivate learning and economic thinking
Gunby, Philip
;
Hickson, Stephen
-
2016
Persistent link: https://www.econbiz.de/10011592845
Saved in:
4
Maybe the boys just like
economics
more : the gender gap and the role of personality type in
economics
education
Hickson, Stephen
-
2015
Persistent link: https://www.econbiz.de/10011514475
Saved in:
5
Using online assessment to replace invigilated assessment in times of a natural disaster : are some online assessment conditions better than others?
Hickson, Stephen
;
Agnew, Stephen
-
2011
Persistent link: https://www.econbiz.de/10009413632
Saved in:
6
Assigning grades during an earthquake : shaken or stirred?
Hickson, Stephen
;
Agnew, Stephen
-
2011
Persistent link: https://www.econbiz.de/10009413633
Saved in:
7
Predicting student achievement in intermediate university
economics
from principles assessments
Hickson, Stephen
-
2010
Persistent link: https://www.econbiz.de/10008695590
Saved in:
8
More evidence on the use of constructed-response questions in principles of economic classes
Hickson, Stephen
;
Reed, W. Robert
-
2011
-
Rev.
Persistent link: https://www.econbiz.de/10009012240
Saved in:
9
The impact of question format in principle of
economics
classes : evidence from New Zealand
Hickson, Stephen
-
2010
Persistent link: https://www.econbiz.de/10008670048
Saved in:
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