An alternative approach to assessing achievement
Traditional exams typically assess general achievement by testing procedural knowledge across a sample of mathematical domains. Here we explore whether achievement can be assessed by testing conceptual understanding across domains. This follows previous work in which we showed that comparative judge...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Default Conference proceeding |
| Published: |
2016
|
| Subjects: | |
| Online Access: | https://hdl.handle.net/2134/21090 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|