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Please use this identifier to cite or link to this item: http://lib.hpu.edu.vn/handle/123456789/30069
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dc.contributor.authorLeighton, Jacqueline P.en_US
dc.date.accessioned2018-04-02T02:49:26Z
dc.date.available2018-04-02T02:49:26Z
dc.date.issued2017en_US
dc.identifier.isbn9780199372904en_US
dc.identifier.isbn9780190661083en_US
dc.identifier.isbn9780199372911en_US
dc.identifier.otherHPU2162194en_US
dc.identifier.urihttps://lib.hpu.edu.vn/handle/123456789/30069-
dc.description.abstractThis volume focuses on distinguishing psychological interview methods for probing distinct forms of student cognition for assessment purposes: student problem solving versus student comprehension and understanding of the subject matter at hand.en_US
dc.format.extent217p.en_US
dc.format.mimetypeapplication/pdfen_US
dc.language.isoenen_US
dc.publisherOxford University Pressen_US
dc.subjectEducationen_US
dc.subjectCognitionen_US
dc.subjectTestingen_US
dc.subjectInterviewingen_US
dc.titleUsing think-aloud interviews and cognitive labs in educational researchen_US
dc.typeBooken_US
dc.size2.36 MBen_US
dc.departmentSociologyen_US
Appears in Collections:Sociology

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