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An Examination of Test-Wiseness In the Cognitive Test Domain
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
inferredcites →https://doi.org/10.1016/0022-4405(72)90004-0openalex-snapshot
The effects of test-wiseness materials on standardized test performance of preschool disadvantaged children
inferredcites →https://doi.org/10.1016/0022-4405(73)90057-5openalex-snapshot
Essentials of educational measurement
inferredcites →https://doi.org/10.1037/h0027615openalex-snapshot
Multiple-choice questions and student characteristics.
inferredcites →https://doi.org/10.1037/h0045738openalex-snapshot
Test difficulty, reliability, and discrimination as functions of item difficulty order.
inferredcites →https://doi.org/10.1037/h0046016openalex-snapshot
Convergent and discriminant validation by the multitrait-multimethod matrix.
inferredcites →https://doi.org/10.1080/00220671.1962.10882870openalex-snapshot
Students’ Perceptions of Factors Affecting Test Performance
inferredcites →https://doi.org/10.1080/00220671.1966.10883354openalex-snapshot
A Comparison of the Performance of American and Indonesian Students on Three Types of Test Items
inferredcites →https://doi.org/10.1080/00223980.1963.9916657openalex-snapshot
Response Set in Objective Achievement Tests
inferredcites →https://doi.org/10.1080/00223980.1968.10543421openalex-snapshot
The Effects of Anxiety and Item Difficulty Sequence on Achievement Testing Scores
inferredcites →https://doi.org/10.1080/00256307.1971.12022463openalex-snapshot
Test-Wiseness and Analogy Test Performance
inferredcites →https://doi.org/10.1080/00256307.1971.12022480openalex-snapshot
Effects of Guidance on the Results of Standardized Achievement Testing
inferredcites →https://doi.org/10.1080/00256307.1973.12022567openalex-snapshot
Error Sources in Aptitude and Achievement Test Scores: A Review and Recommendation
inferredcites →https://doi.org/10.1080/0031383760200102openalex-snapshot
On Test‐Wiseness and Some Related Constructs
inferredcites →https://doi.org/10.1097/00006199-195302000-00028openalex-snapshot
Journal of Educational Research
inferredcites →https://doi.org/10.1111/(issn)1745-3984openalex-snapshot
Journal of Educational Measurement
inferredcites →https://doi.org/10.1111/j.1600-0447.1968.tb07939.xopenalex-snapshot
Psychological testing
inferredcites →https://doi.org/10.1111/j.1745-3984.1968.tb00616.xopenalex-snapshot
THE PENALTY FOR NOT GUESSING1
inferredcites →https://doi.org/10.1111/j.1745-3984.1968.tb00629.xopenalex-snapshot
THE EFFECT OF GUESSING STRATEGY ON OBJECTIVE TEST SCORES1
inferredcites →https://doi.org/10.1111/j.1745-3984.1968.tb00646.xopenalex-snapshot
BLIND GUESSING ON OBJECTIVE ACHIEVEMENT TESTS1
inferredcites →https://doi.org/10.1111/j.1745-3984.1970.tb00705.xopenalex-snapshot
GRADE LEVEL, SEX, AND SELECTED ASPECTS OF TEST‐WISENESS1
inferredcites →https://doi.org/10.1111/j.1745-3984.1970.tb00725.xopenalex-snapshot
LEARNING TEST‐WISENESS BY PROGRAMMED TEXTS1
inferredcites →https://doi.org/10.1111/j.1745-3984.1972.tb00771.xopenalex-snapshot
AN INVESTIGATION OF THE COGNITIVE CORRELATES OF TEST‐WISENESS 1,2
inferredcites →https://doi.org/10.1111/j.1745-3984.1972.tb00956.xopenalex-snapshot
THE EFFECT OF SELECTED POOR ITEM‐WRITING PRACTICES ON TEST DIFFICULTY, RELIABILITY AND VALIDITY
inferredcites →https://doi.org/10.1111/j.1745-3984.1972.tb00960.xopenalex-snapshot
EFFECTS OF VIOLATING ITEM CONSTRUCTION PRINCIPLES1
inferredcites →https://doi.org/10.1111/j.1745-3984.1973.tb00778.xopenalex-snapshot
THE EFFECTS OF INSTRUCTION AND PRACTICE IN CONTENT‐INDEPENDENT TEST‐TAKING TECHNIQUES UPON THE STANDARDIZED READING TEST SCORES OF SELECTED SECOND‐GRADE STUDENTS
inferredcites →https://doi.org/10.1111/j.1745-3984.1974.tb00966.xopenalex-snapshot
WHICH EXAMINEES ARE MOST FAVOURED BY THE USE OF MULTIPLE CHOICE TESTS?
inferredcites →https://doi.org/10.1111/j.1745-3984.1974.tb00992.xopenalex-snapshot
LONGITUDINAL STUDIES OF TEST‐WISENESS
inferredcites →https://doi.org/10.1111/j.1745-3984.1975.tb01003.xopenalex-snapshot
FORMULA SCORING AND NUMBER‐RIGHT SCORING 1
inferredcites →https://doi.org/10.1111/j.1745-3984.1975.tb01008.xopenalex-snapshot
THE EFFECT OF KEYED RESPONSE SEQUENCING OF MULTIPLE CHOICE ITEMS ON PERFORMANCE AND RELIABILITY1
inferredcites →https://doi.org/10.1111/j.1745-3984.1977.tb00027.xopenalex-snapshot
ARE INNER CITY CHILDREN TEST‐WISE?
inferredcites →https://doi.org/10.1176/ajp.115.10.957openalex-snapshot
A Comprehensive Dictionary of Psychological and Psychoanalytical Terms
inferredcites →https://doi.org/10.1177/001316444600600405openalex-snapshot
Response Sets and Test Validity
inferredcites →https://doi.org/10.1177/001316445001000101openalex-snapshot
Further Evidence on Response Sets and Test Design
inferredcites →https://doi.org/10.1177/001316445501500106openalex-snapshot
Response Sets in a Multiple-Choice Test
inferredcites →https://doi.org/10.1177/001316445801800411openalex-snapshot
Systematic Biases in the Keying of Correct Responses on Certain Standardized Tests
inferredcites →https://doi.org/10.1177/001316445901900203openalex-snapshot
Test Difficulty, Validity, and Reliability as Functions of Selected Multiple-Choice Item Construction Principles
inferredcites →https://doi.org/10.1177/001316446202200210openalex-snapshot
An Investigation of Response Sets on Altered Parallel Forms
inferredcites →https://doi.org/10.1177/001316446202200310openalex-snapshot
Response Set in a Multiple-Choice Test
inferredcites →https://doi.org/10.1177/001316446402400407openalex-snapshot
Intraindividual and Interindividual Positional Preference Response Styles in Ability Tests
inferredcites →https://doi.org/10.1177/001316446402400413openalex-snapshot
Relative Length of Option and Response Set in Multiple Choice Items
inferredcites →https://doi.org/10.1177/001316446502500304openalex-snapshot
An Analysis of Test-Wiseness
inferredcites →https://doi.org/10.1177/001316446802800221openalex-snapshot
The Influence of Test-Wiseness Upon Achievement
inferredcites →https://doi.org/10.2307/1162002openalex-snapshot
The Effects of Test-Taking Practice on Pupil Test Performance
inferredcites →https://doi.org/10.2307/1162022openalex-snapshot
The Application of a Self-Instructional Technique to Develop a Test-Taking Strategy
inferredcites →https://doi.org/10.2307/1175572openalex-snapshot
Essentials of Educational Measurement
inferredcites →https://doi.org/10.2307/1403221openalex-snapshot
Measurement and Evaluation in Education and Psychology
inferredcites →https://doi.org/10.2307/2264545openalex-snapshot
Encyclopedia of Educational Research.
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Can We Really Teach Test‐Taking Skills?
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Do sequentially-presented answer options prevent the use of testwiseness cues on continuing medical education tests?
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Test-wiseness: ein unterschätztes Konstrukt?
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A comparison of free-response and multiple-choice questions on the American Board of Pathology primary certification examinations
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Test-taking strategies for a high-stakes writing test: An exploratory study of 12 Chinese EFL learners
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Education modifies the relation of vascular pathology to cognitive function: cognitive reserve in cerebral autosomal dominant arteriopathy with subcortical infarcts and leukoencephalopathy
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Investigating differences in test-takers’ use of cognitive and metacognitive strategies in audio-only and video-based listening comprehension test
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"Testwiseness" Among International Pharmacy Graduates and Canadian Senior Pharmacy Students
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The Oxford Cognitive Screen in culturally diverse populations: A comparative study of Suriname and Belgium
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Multiple-Choice-Prüfungen an Hochschulen?
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Cognitive Assessment in Education in a Multicultural Society
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Test-Wiseness: Its Nature and Application
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Fluid intelligence performance in the elderly: Intraindividual variability and conditions of assessment.
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Training research in aging: Attentional processes.
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Positional response bias in multiple-choice tests of learning: Its relation to testwiseness and guessing strategy.
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Enhancing students’ performance in traditional education: Implications from the expert performance approach and deliberate practice.
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If at first you don't succeed, try, try again: Understanding race, age, and gender differences in retesting score improvement.
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THE TRAINABILITY OF FORMAL THINKING: A CROSS‐CULTURAL COMPARISON
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Effects of Training in Test-Taking Skills on Achievement Test Performance: A Quantitative Synthesis
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Violation of Selected Item Construction Principles in Educational Measurement
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Correlates of Selected Test-Wiseness Skills
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Allocation of Time to Test Items
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Improving Multiple-Choice Test Performance for Examinees with Different Levels of Test Anxiety
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Verification of a Model of Test-Taking Behavior of High School Seniors
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An Examination of the Relationship Between Answer Changing, Testwiseness, and Examination Performance
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The Effects of Instruction on Test-Taking Skills in Second-Grade Black Children
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Testing Historical Knowledge: Standards, Multiple-Choice Questions and Student Reasoning
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Assessing test‐taking strategies of university students: developing a scale and estimating its psychometric indices
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Current Conceptions of Test-Wiseness: Myths and Realities
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AN ASSESSMENT OF THE STUDY HABITS AND SKILLS OF STUDENTS IN POSTSECONDARY SCIENCE COURSES
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Effects of Test-Wiseness Training and Ethnicity on Achievement of Third- and Fifth-Grade Students
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Effects of test-wiseness training on test anxiety, locus of control and reading achievement in elementary school children
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Item-Writing Guidelines on Response Option Placement: A Systematic Review
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An Examination of the Effect of Multiple-Choice Item Writing Quality on Test Performance: Differential Effects on Subgroups?
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What do grades mean? Variation in grading criteria in American college and university courses
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Should they change their answers or not? Modelling Achievement through a Metacognitive Lens
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Equity and High Stakes Testing: Implications for Computerized Testing
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On the meaning of cross-cultural differences in simple cognitive measures
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The Effects of Test Preparation on Second-Language Listening Test Performance
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Investigating the Effects of Test-Wiseness Strategies on L2 learners’ Reading Test Performance
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Predicting Clinical Concussion Measures at Baseline Based on Motivation and Academic Profile
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Examining the effects of testwiseness in conceptual physics evaluations
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Ancova And Quasi-Experimental Design
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Affordances of Item Formats and Their Effects on Test‐Taker Cognition under Uncertainty
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MULTIPLE‐CHOICE AND CONSTRUCTED RESPONSE TESTS OF ABILITY: RACE‐BASED SUBGROUP PERFORMANCE DIFFERENCES ON ALTERNATIVE PAPER‐AND‐PENCIL TEST FORMATS
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EFFECTS OF ITEM ARRANGEMENT, KNOWLEDGE OF ARRANGEMENT TEST ANXIETY AND SEX ON TEST PERFORMANCE
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CONVERGING ON CORRECT ANSWERS: A PECULIARITY OF MULTIPLE CHOICE ITEMS
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Test‐Wiseness for Teachers and Students
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Alternative Assessment in a HighmStakes Environment
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Number-Right, Item-Response, and Finite-State Scoring: Robustness with Respect to Lack of Equally Classifiable Options and Item Option Independence
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Effects of Item Arrangement, Sex of the Subject, and Test Anxiety on Cognitive and Self-Perception Scores in a Nonquantitative Content Area
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Using Test-Taking Strategies to Maximize Multiple-Choice Test Scores
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Stability of the Gibb (1964) Experimental Test of Testwiseness
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Factor Structure of the Gibb Experimental Test of Testwiseness
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Confirmatory Factor Analysis of the Gibb Experimental Test of Testwiseness
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The Relative Difficulty of Selected Test-Wiseness Skills among College Students
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Hypertext Computer Study Guides and the Social Studies Achievement of Students with Learning Disabilities, Remedial Students, and Regular Education Students
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Hypertext Support for Remedial Students and Students with Learning Disabilities
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Comment on 3PL IRT Adjustment for Guessing
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The Relationship Between Experience With Standardized Patient Examinations and Subsequent Standardized Patient Examination Performance
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Assessing the Test-Wiseness of Health Science Students
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The differences among three-, four-, and five-option-item formats in the context of a high-stakes English-language listening test
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Examiner Familiarity Effects on Test Performance
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A Taxonomy of Multiple-Choice Item-Writing Rules
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Validity of a Taxonomy of Multiple-Choice Item-Writing Rules
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The Influence of Test-Wiseness on Performance of High School Seniors on School Leaving Examinations
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ﻓﺎﻋﻠﻴﺔ ﺑﺮﻧﺎﻣﺞ ﺗﺪﺭﻳﺒﻲ ﻗﺎﺋﻢ ﻋﻠﻲ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺣﻜﻤﺔ ﺍﻷﺩﺍﺀ ﻋﻠﻲ ﺍﻻﺧﺘﺒﺎﺭ ﻋﻠﻲ ﻣﺴﺘﻮﻱ ﻛﻞ ﻣﻦ ﻓﻌﺎﻟﻴﺔ ﺍﻟﺬﺍﺕ ﺍﻷﻛﺎﺩﻳﻤﻴﺔ ﻭﺍﻟﻘﻠﻖ ﺍﻻﺧﺘﺒﺎﺭﻱ
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الفروق بين الجنسين في الحكمة الاختبارية ومكوناتها والتفكير الحدسي وقلق الاختبار ووجهة الضبط والاندفاع
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The role of preparation in test takers' strategy use and test performance
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inferred← citeshttps://doi.org/10.2466/pms.1985.60.3.847openalex-snapshot
Improving the Test-Taking Skills of Learning-Disabled Students
inferred← citeshttps://doi.org/10.2466/pr0.1986.58.2.663openalex-snapshot
An Attempt to Identify Predictors of Test-Wiseness
inferred← citeshttps://doi.org/10.25772/dkm6-c827openalex-snapshot
THE EFFECT OF TEST-WISENESS ON SELF-EFFICACY AND MATHEMATIC PERFORMANCE OF MIDDLE SCHOOL STUDENTS WITH LEARNING DISABILITIES
inferred← citeshttps://doi.org/10.30681/real.v11i2.2720openalex-snapshot
Abrangência do termo "estratégias" no efeito retroativo de exames de proficiência em língua inglesa
inferred← citeshttps://doi.org/10.3102/00346543056002243openalex-snapshot
Test Procedure Bias: A Meta-Analysis of Examiner Familiarity Effects
inferred← citeshttps://doi.org/10.31234/osf.io/8nh35openalex-snapshot
Working memory training does not improve executive functioning or fluid intelligence
inferred← citeshttps://doi.org/10.31390/gradschool_disstheses.3792openalex-snapshot
The Impact of Teaching Test-Taking Skills Upon the Scores of Selected Secondary Students Taking the Louisiana State Assessment Test.
inferred← citeshttps://doi.org/10.3928/0148-4834-19911001-07openalex-snapshot
The Effectiveness of an Intervention to Promote Successful Performance on NCLEX-RN for Baccalaureate Students at Risk for Failure
inferred← citeshttps://doi.org/10.3928/0148-4834-19950901-05openalex-snapshot
Improving Examination Performance Using Exam Analysis
inferred← citeshttps://doi.org/10.4018/978-1-4666-4502-8.ch018openalex-snapshot
Assessment in Authentic Environments
inferred← citeshttps://doi.org/10.4018/978-1-4666-5888-2.ch236openalex-snapshot
An Interoperable ICT Educational Application for TOEIC Preparatory Study
inferred← citeshttps://doi.org/10.4018/978-1-60960-750-0.ch003openalex-snapshot
Assessment in Authentic Environments
inferred← citeshttps://doi.org/10.4148/2470-6353.1301openalex-snapshot
The impact of a short test-wiseness intervention on standardised numeracy assessment scores: A cautionary tale about using NAPLAN growth data to evaluate primary schools
inferred← citeshttps://doi.org/10.54359/ps.v3i12.911openalex-snapshot
А судьи кто? Индивидуальные особенности разработчиков и характеристики тестовых заданий
inferred← citeshttps://doi.org/10.55016/ojs/ajer.v51i3.55148openalex-snapshot
The Use of One-, Two-, and Three-Parameter and Nominal Item Response Scoring in Place of Number-Right Scoring in the Presence of Test-Wiseness
inferred← citeshttps://doi.org/10.5539/elt.v1n2p0openalex-snapshot
English Language Teaching, Vol.1, No.2, December 2008
inferred← citeshttps://doi.org/10.5539/elt.v1n2p169openalex-snapshot
Investigating the Influence of Proficiency and Gender on the Use of Selected Test-Wiseness Strategies in Higher Education
inferred← citeshttps://doi.org/10.58379/uixk2220openalex-snapshot
Investigating cognitive processes in different item formats in reading tests through eye-tracking and verbal protocols
inferred← citeshttps://doi.org/10.5926/jjep1953.54.2_265openalex-snapshot
^|^ldquo;Adaptation to the Test^|^rdquo;
inferred← citeshttps://doi.org/10.65005/154230723836949059openalex-snapshot
Students′ Perceptions of Skills Transfer in a First-Year Seminar
inferred← citeshttps://doi.org/10.7916/d8x929dcopenalex-snapshot
Examining the Impact of Examinee-Selected Constructed Response Items in the Context of a Hierarchical Rater Signal Detection Model
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