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Negatively-Marked MCQ Assessments That Reward Partial Knowledge Do Not Introduce Gender Bias Yet Increase Student Performance and Satisfaction and Reduce Anxiety / Andrew R. Dalby; A. Elizabeth Bond; Owen Bodger; David O. F. Skibinski; D. Hugh Jones; Colin J. Restall; Edward Dudley; Geertje van Keulen

PLoS ONE, Volume: 8, Issue: 2, Start page: e55956

Swansea University Author: Dudley, Ed

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DOI (Published version): 10.1371/journal.pone.0055956

Published in: PLoS ONE
Published: 2013
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College: Swansea University Medical School
Issue: 2
Start Page: e55956