Funder
Universidad de Santiago de Chile
Publisher
Springer Science and Business Media LLC
Reference40 articles.
1. Ackerman, P. L., & Kanfer, R. (2009). Test length and cognitive fatigue: An empirical examination of effects on performance and test-taker reactions. Journal of Experimental Psychology: Applied, 15(2), 163–181. https://doi.org/10.1037/a0015719.
2. Adkins, D., & Guerreiro, M. (2018). Learning styles: Considerations for technology enhanced item design. British Journal of Educational Technology, 49(3), 574–583. https://doi.org/10.1111/bjet.12556.
3. Baghaei, P., & Ravand, H. (2016). Modeling local item dependence in cloze and reading comprehension test items using testlet response theory. Psicológica, 37(1), 85–104.
4. Barnard, J. J. (2018). From simulation to implementation: Two CAT case studies. Practical Assessment, Research and Evaluation, 23(14), 1–8. https://pareonline.net/getvn.asp?v=23&n=14.
5. Barry, C. L., Horst, S. J., Finney, S. J., Brown, A. R., & Kopp, J. P. (2010). Do examinees have similar test-taking effort? A high-stakes question for low-stakes testing. International Journal of Testing, 10(4), 342–363. https://doi.org/10.1080/15305058.2010.508569.
Cited by
6 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献