Funder
Türkiye Bilimsel ve Teknolojik Araştirma Kurumu
Publisher
Springer Science and Business Media LLC
Reference56 articles.
1. Bard, G., & Weinstein, Y. (2017). The effect of question order on evaluations of test performance: can the bias dissolve? Quarterly Journal of Experimental Psychology (2006), 70(10), 2130–2140. https://doi.org/10.1080/17470218.2016.1225108.
2. Basokcu, T. O., & Canpolat, A. (2018). Ankor Test Deseninde Bilissel Tanı Modeli Ortuk Yetenek Sınıfları ile Test Esitleme Calismasi (A Test Equation Study with Latent Classes following Cognitive Diagnostic Model as an Anchor Test Design). 6th International Congress on Measurement and Evaluation in Education and Psychology, 384–388.
3. Basokcu, T. O., & Guzel, M. A. (2022). Beyond counting the correct responses: metacognitive monitoring and score estimations in mathematics. Psychology in the Schools, 59(6), 1105–1121. https://doi.org/10.1002/pits.22665.
4. Bates, C., & Nettelbeck, T. (2001). Primary school teachers’ judgements of reading achievement. Educational Psychology, 21(2), 177–187. https://doi.org/10.1080/01443410020043878.
5. Birch, S. A. J. (2005). When knowledge is a curse: children’s and adults’ reasoning about mental states. Current Directions in Psychological Science, 14(1), 25–29. https://doi.org/10.1111/j.0963-7214.2005.00328.x.
Cited by
1 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