Interplay of formative assessment and instructional quality—interactive effects on students’ mathematics achievement
Crossref DOI link: https://doi.org/10.1007/s10984-017-9240-2
Published Online: 2017-06-05
Published Print: 2018-04
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Pinger, Petra
Rakoczy, Katrin
Besser, Michael
Klieme, Eckhard
Funding for this research was provided by:
Deutsche Forschungsgemeinschaft (KL 1057/10-3, BL 275/16-3, LE 2619/1-3)
License valid from 2017-06-05