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Peer reviewedBarnett-Foster, Debora; Nagy, Philip – Alberta Journal of Educational Research, 1995
Analysis of response strategies employed by 261 undergraduate chemistry students when answering multiple-choice and stem-equivalent constructed-response questions revealed no significant differences in types of solution strategies or types of errors across test format. However, analysis of student oral reports revealed a higher frequency of…
Descriptors: Chemistry, Constructed Response, Educational Research, Educational Testing
