Relationships between medical students’ co-regulatory network characteristics and self-regulated learning: a social network study von Bransen, Derk, Govaerts, Marjan J. B., Sluijsmans, Dominique M. A., Donkers, Jeroen, Van den Bossche, Piet G. C., Driessen, Erik W.

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How medical students co-regulate their learning in clinical clerkships: a social network study von Bransen, Derk, Driessen, Erik W, Sluijsmans, Dominique M A, Govaerts, Marjan J B

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Beyond the self: The role of co‐regulation in medical students’ self‐regulated learning von Bransen, Derk, Govaerts, Marjan J. B., Sluijsmans, Dominique M. A., Driessen, Erik W.

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Toward a better judgment of item relevance in progress testing von Janssen-Brandt, Xandra M C, Muijtjens, Arno M M, Sluijsmans, Dominique M A

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Design guidelines for assessing students’ interprofessional competencies in healthcare education: a consensus study von Smeets, Hester Wilhelmina Henrica, Sluijsmans, Dominique M. A., Moser, Albine, van Merriënboer, Jeroen J. G.

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Toward a Synthesis of Cognitive Load Theory, Four-Component Instructional Design, and Self-Directed Learning von van Merriënboer, Jeroen J. G., Sluijsmans, Dominique M. A.

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Putting self‐regulated learning in context: Integrating self‐, co‐, and socially shared regulation of learning von Bransen, Derk, Govaerts, Marjan J. B., Panadero, Ernesto, Sluijsmans, Dominique M. A., Driessen, Erik W.

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Formative peer assessment in a CSCL environment: a case study von Prins, Frans J., Sluijsmans, Dominique M. A., Kirschner, Paul A., Strijbos, Jan-Willem

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Feedback for General Practitioners in Training: Quality, Styles, and Preferences von Prins, Frans J, Sluijsmans, Dominique M. A, Kirschner, Paul A

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Why peer assessment helps to improve clinical performance in undergraduate physical therapy education: a mixed methods design von Maas, Marjo J M, Sluijsmans, Dominique M A, van der Wees, Philip J, Heerkens, Yvonne F, Nijhuis-van der Sanden, Maria W G, van der Vleuten, Cees P M

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Peer Assessment Training in Teacher Education: Effects on performance and perceptions von Sluijsmans, Dominique M. A., Brand-Gruwel, Saskia, van Merriënboer, Jeroen J. G.

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Formative assessment in an online learning environment to support flexible on-the-job learning in complex professional domains von van Gog, Tamara, Sluijsmans, Dominique M. A., Brinke, Desirée Joosten-ten, Prins, Frans J.

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Assessors' approaches to portfolio assessment in Assessment of Prior Learning procedures von Joosten-ten Brinke, Desiree, Sluijsmans, Dominique M.A., Jochems, Wim M.G.

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Training teachers in peer-assessment skills: effects on performance and perceptions von Sluijsmans, Dominique M. A., Brand-Gruwel, Saskia, van Merriënboer, Jeroen J. G., Martens, Rob L.

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The Design of Competency-Based Performance Assessment in E-Learning von Sluijsmans, Dominique M. A, Prins, Frans J, Martens, Rob L

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Quality assurance in assessment: An introduction to this special issue von Sluijsmans, Dominique M.A., Struyven, Katrien

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The Training of Peer Assessment Skills To Promote the Development of Reflection Skills in Teacher Education von Sluijsmans, Dominique M. A, Brand-Gruwel, Saskia, van Merrienboer, Jeroen J. G, Bastiaens, Theo J

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Unravelling peer assessment: Methodological, functional, and conceptual developments von Strijbos, Jan-Willem, Sluijsmans, Dominique M. A

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Formative peer assessment in a CSCL environment von Prins, Frans J, Sluijsmans, Dominique M. A, Kirschner, Paul A, Strijbos, Jan-Willem

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intervention study of the effects of calcium intake on faecal fat excretion, energy metabolism and adipose tissue mRNA expression of lipid-metabolism related proteins von Boon, N, Hul, G.B.J, Stegen, J.H.C.H, Sluijsmans, W.E.M, Valle, C, Langin, D, Viguerie, N, Saris, W.H.M

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