References:
(1) Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological bulletin, 132(3), 354.
(2) Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the national academy of sciences, 111(23), 8410-8415.
(3) Taras, M. (2010). Student self-assessment: Processes and consequences. Teaching in higher education, 15(2), 199-209.
(4) Taras, M. (2013). Feedback on feedback. Reconceptualising Feedback in Higher Education: Developing Dialogue with Students. London: Routledge, 30-40.
(5) Metz, M. J., Immekus, J. C., Lyle, K. B., & George, C. E. (2021). Effects of active engagement and spaced retrieval practice on knowledge and application of a self‐assessment rubric. Journal of Dental Education.




