Assessing scientific literacy through computer-based tests – consequences related to content and gender
Large-scale studies are now common tools for assessing students’ knowledge in science, and there is an increased interest in conducting evaluations using computers. However, several studies indicate that students’ achievements on computer-based science tests often involve significant gender differen...
| Main Authors: | , , |
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| Format: | Article |
| Language: | Danish |
| Published: |
University of Oslo
2012-12-01
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| Series: | Nordina: Nordic Studies in Science Education |
| Online Access: | https://journals.uio.no/nordina/article/view/533 |