International Journal of Progressive Education
ISSN (Print): 2834-7919 - ISSN (Online): 1554-5210

Research article    |    Open Access
International Journal of Progressive Education 2018, Vol. 14(2) 77-92

Effects of Formative Assessment on Prospective Teachers’  Achievement, Attitude and Self-Regulation Skills

Remzi Y. Kıncal & Ceyhun Ozan

Single visitor, article views and downloads
Geographical views and downloads distribution
Geographical views and downloads distribution
Country
View
Download
United States 404 204
France 122 112
Turkey 96 38
Unknow 2 0
Russian Federation 47 30
United Kingdom 37 16
India 23 14
Australia 25 13
Thailand 17 11
Indonesia 18 11
Pakistan 29 11
Ethiopia 15 9
South Africa 13 8
China 12 8
Germany 10 7
Philippines 25 7
Sweden 8 6
Canada 6 4
Nigeria 9 4
Netherlands 9 4
Malaysia 9 4
Brunei Darussalam 4 4
Ghana 7 4
Tanzania, United Republic of 5 3
Singapore 6 3
Morocco 4 2
Korea, Republic of 3 2
Italy 13 2
Vietnam 6 2
Peru 5 2
Cambodia 2 2
Zambia 2 2
Colombia 3 1
Kazakhstan 1 1
Bulgaria 2 1
Europe 2 1
Bangladesh 1 1
Algeria 4 1
Czech Republic 1 1
United Arab Emirates 4 1
Iran, Islamic Republic of 3 1
Greece 6 1
Ukraine 2 1
Zimbabwe 2 1
Malawi 1 1
Saudi Arabia 2 1
Fiji 1 1
Moldova, Republic of 1 1
Estonia 3 1
Trinidad and Tobago 1 1
New Zealand 4 1
Serbia 2 1
Burkina Faso 1 1
Grenada 1 1
Oman 1 1
Mauritius 1 1
Brazil 1 1
Azerbaijan 1 0
Uganda 1 0
Mexico 1 0
El Salvador 1 0
Burundi 1 0
Latvia 1 0
Israel 1 0
Qatar 1 0
Jamaica 3 0
Norway 1 0
Taiwan 1 0
Japan 2 0
Iraq 2 0
Costa Rica 1 0
Poland 1 0
Nicaragua 1 0
Slovakia 3 0
Albania 1 0
Bermuda 1 0
Maldives 1 0
Afghanistan 1 0
Cote D'Ivoire 1 0
Egypt 2 0
Asia/Pacific Region 2 0
Tunisia 1 0
Cameroon 1 0
Georgia 1 0
Myanmar 1 0
Hong Kong 3 0
Chile 3 0
Jordan 1 0
Bhutan 2 0
Uruguay 1 0
Total 90 countries
1.090
574
Meta
Vol. 14 (2)
Download
Metric
History
Related

Volume 14 Issue 2

April 2018

All Manuscript

International Journal of Progressive Education

Copyright © 2025 International Journal of Progressive Education.
This work is licensed under a Creative Commons Attribution 4.0 International License. CC BY
All elements of this website were created using the BOQ™ - Intelligent Webverse System.