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Direct linkSteedle, Jeffrey T.; Shavelson, Richard J. – Journal of Research in Science Teaching, 2009
Assessments associated with learning progressions are designed to provide diagnostic information about the level and nature of student understanding. Valid interpretations of such diagnoses are only possible when students consistently express the ideas associated with a single learning progression level. Latent class analysis was employed to…
Descriptors: Evaluation Methods, Learning Processes, Student Evaluation, Comprehension
