Measuring students’ learning progressions in energy using cognitive diagnostic models
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DOI: 10.3389/fpsyg.2022.892884
Abstract: This study applied cognitive diagnostic models to assess students’ learning progressions in energy. A Q-matrix (i.e., an item attribute alignment table) was proposed based on existing literature about learning progressions of energy in the physical… read more here.
Keywords: learning progressions; students learning; energy; diagnostic models ... See more keywords