Measuring conceptual understanding in randomised controlled trials: can comparative judgement help?
An impediment to conducting high-quality quantitative research studies in education is the paucity of valid measures of learning gains. Studies often seek to investigate students’ deep, conceptual understanding yet many measures assess only surface, procedural understanding. One reason is that the d...
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| Main Authors: | , , , |
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| Format: | Default Article |
| Published: |
2019
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| Subjects: | |
| Online Access: | https://hdl.handle.net/2134/37721 |
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