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Direct linkGorgun, Guher; Bulut, Okan – Educational and Psychological Measurement, 2021
In low-stakes assessments, some students may not reach the end of the test and leave some items unanswered due to various reasons (e.g., lack of test-taking motivation, poor time management, and test speededness). Not-reached items are often treated as incorrect or not-administered in the scoring process. However, when the proportion of…
Descriptors: Scoring, Test Items, Response Style (Tests), Mathematics Tests
Geary, David C.; Bailey, Drew H.; Hoard, Mary K. – Journal of Psychoeducational Assessment, 2009
The Number Sets Test was developed to assess the speed and accuracy with which children can identify and process quantities represented by Arabic numerals and object sets. The utility of this test for predicting mathematics achievement and risk for mathematical learning disability (MLD) was assessed for a sample of 223 children. A signal detection…
Descriptors: Response Style (Tests), Learning Disabilities, Mathematics Achievement, Short Term Memory
