Descriptor
| Cognitive Processes | 1 |
| Fractions | 1 |
| Junior High School Students | 1 |
| Mathematics Tests | 1 |
| Problem Solving | 1 |
| Secondary Education | 1 |
| Secondary School Mathematics | 1 |
| Subtraction | 1 |
| Test Bias | 1 |
| Test Interpretation | 1 |
Source
| Journal of Educational… | 1 |
Author
| Tatsuoka, Kikumi K. | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
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Peer reviewedTatsuoka, Kikumi K.; And Others – Journal of Educational Measurement, 1988
The degree to which test item bias techniques can lead to interpretable results when groups are defined in terms of specified differences in the cognitive processes involved in problem-solving strategies was studied. Data from two groups of junior high school students (N=545) were used. (TJH)
Descriptors: Cognitive Processes, Fractions, Junior High School Students, Mathematics Tests
