How to measure and explain achievement change in large-scale assessments: A rejoinder

DOI10.1007/s11336-009-9124-1zbMath1243.62142OpenAlexW2168327966WikidataQ37472223 ScholiaQ37472223MaRDI QIDQ1029528

Cornelis M. van Putten, Norman D. Verhelst, Marian Hickendorff, Willem J. Heiser

Publication date: 13 July 2009

Published in: Psychometrika (Search for Journal in Brave)

Full work available at URL: https://doi.org/10.1007/s11336-009-9124-1

zbMATH Keywords

mathematics educationcomplex divisionassessment of trendscurriculum assessment

Mathematics Subject Classification ID

Applications of statistics to psychology (62P15)

Cites Work

• Solution strategies and achievement in Dutch complex arithmetic: latent variable modeling of change
• Large-scale assessment of change in student achievement: Dutch primary school students' results on written division in 1997 and 2004 as an example

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