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Article
Open AccessIdentification and cross-country comparison of students’ test-taking behaviors in selected eTIMSS 2019 countries
Unfavorable test-taking behaviors, such as speededness and disengagement, have long been a validity concern for large-scale low-stakes assessments. Understanding the presence and extent of such behaviors is im...
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Review of Research into Misconceptions and Misunderstandings in Physics and Mathematics
Many diagnostic methods have been used to analyze data from large-scale assessments such as the Trends in International Mathematics and Science Study (TIMSS), and the prior research on misconceptions and misun...
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Chapter
An Introduction to Student Misconceptions and Errors in Physics and Mathematics
For the past few decades, the focus on science, technology, engineering, and mathematics (STEM) education has grown, with many countries seeking to increase the number of students who pursue further study and ...
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Chapter
Results for Student Misconceptions, Errors, and Misunderstandings in Physics and Mathematics
Diagnostic item-level student performance data from twenty years of TIMSS and TIMSS Advanced assessments can be used to explore students’ level of understanding of gravity and linear equations across grades fo...
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Chapter
Methodology Used to Analyze Student Misconceptions, Errors, and Misunderstandings in TIMSS
The Trends in International Mathematics and Science Study (TIMSS) and TIMSS Advanced assessments are a good source of data for the study of student misconceptions, errors, and misunderstandings in physics and ...
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Chapter
Conclusions About Using TIMSS and TIMSS Advanced Data to Explore Student Misconceptions, Errors, and Misunderstandings in Physics and Mathematics
Assessment items from twenty years of TIMSS and TIMSS Advanced assessments enabled the identification of specific types of student misconceptions, errors, and misunderstandings related to two core concepts (gr...
