摘要：AbstractThe study, based on the literature on learning activities and assignments in complex learning settings (Sadler, 2008), focuses on what kind of seminar activities are most likely to have a positive relationship with the students’ grades. Participants in the study were 273 undergraduate psychology students (2nd year). The results suggest that if the progress in learning is assessed by the knowledge development, the students must to be involved more in activities focused on knowledge, based on an analytical strategy and aiming Bloom’ learning objective “application”.
关键词：Formative assessment;teaching and learning educational psychology;higher education ;
