Dirkx, K. J. H.
Dirkx, K. J. H.
Unknown affiliation
Verified email at ou.nl - Homepage
Title
Cited by
Cited by
Year
Testing after worked example study does not enhance delayed problem-solving performance compared to restudy
T Van Gog, L Kester, K Dirkx, V Hoogerheide, J Boerboom, ...
Educational Psychology Review 27 (2), 265-289, 2015
502015
The testing effect for learning principles and procedures from texts
KJH Dirkx, L Kester, PA Kirschner
The Journal of Educational Research 107 (5), 357-364, 2014
482014
Do secondary school students make use of effective study strategies when they study on their own?
KJH Dirkx, G Camp, L Kester, PA Kirschner
Applied Cognitive Psychology 33 (5), 952-957, 2019
192019
Predicting and resolving non-completion in higher (online) education–a literature review
LEC Delnoij, KJH Dirkx, JPW Janssen, RL Martens
Educational Research Review 29, 100313, 2020
162020
Developing Rubrics to Assess Complex (Generic) Skills in the Classroom: How to Distinguish Skills’ Mastery Levels?
E Rusman, K Dirkx
Practical Assessment, Research, and Evaluation 22 (1), 12, 2017
72017
Coaching in design-based learning: A grounded theory approach to create a theoretical model and practical propositions
MR Van Diggelen, KI Doulougeri, SM Gomez-Puente, G Bombaerts, ...
International Journal of Technology and Design Education 31 (2), 305-324, 2021
62021
Answering questions after initial study guides attention during restudy
KJH Dirkx, GB Thoma, L Kester, PA Kirschner
Instructional Science 43 (1), 59-71, 2015
62015
May the plan be with you! a usability study of the stimulated planning game element embedded in a MOOC platform
A Antonaci, R Klemke, K Dirkx, M Specht
International Journal of Serious Games 6 (1), 49-70, 2019
52019
Putting the testing effect to the test. Why and when is testing effective for learning in secondary school
K Dirkx
Open University of the Netherlands, 2014
52014
In-text and rubric-referenced feedback: Differences in focus, level, and function
K Dirkx, D Joosten-ten Brinke, J Arts, M van Diggelen
Active Learning in Higher Education, 2019
42019
Students’ Attitudes Towards Personal Data Sharing in the Context of e-Assessment: Informed Consent or Privacy Paradox?
E Muravyeva, J Janssen, K Dirkx, M Specht
International Conference on Technology Enhanced Assessment, 16-26, 2018
42018
Innovative practices in e-Assessment: the TeSLA project
S Kocdar, K Dirkx
The Envisioning Report for Empowering Universities, 39, 2017
32017
Designing an Online Self-assessment for Informed Study Decisions: The User Perspective
LEC Delnoij, JPW Janssen, KJH Dirkx, RL Martens
European Conference on Technology Enhanced Learning, 74-86, 2020
12020
The testing-effect for retention facts and application of knowledge
K Dirkx, L Kester, PA Kirschner
12013
The effects of generative testing on text retention and text comprehension
K Dirkx, L Kester, PA Kirschner
12011
Measuring what matters: the positioning of students in feedback processes within national student satisfaction surveys
NE Winstone, R Ajjawi, K Dirkx, D Boud
Studies in Higher Education, 1-13, 2021
2021
The Role of Trust in Personal Data Sharing in the Context of e-Assessment and the Moderating Effect of Special Educational Needs
E Muravyeva, J Janssen, K Dirkx, M Specht
Proceedings of the 28th ACM Conference on User Modeling, Adaptation and …, 2020
2020
Acht tips voor de tussentijdse toets
KJH Dirkx, D Joosten-ten Brinke, G Camp
Didactief 49 (8), 22-23, 2019
2019
Basic mathematical skills as a predictor of (non-) completion in distance education
LEC Delnoij, KJH Dirkx, JPW Janssen, RL Martens
2019
Guidelines for effective use of formative tests in the classroom
KJH Dirkx, G Camp, D Joosten-ten Brinke
2019
The system can't perform the operation now. Try again later.
Articles 1–20