Acceso usuarios
Promoting teaching, learning and informed decision-making through the lenses of international large-scale assessment: Looking beyond numbers
Roger Säljö, Jelena Radisic
págs. 419-426
págs. 427-444
Teachers’ reflection on PISA items and why they are so hard for students in Serbia
Jelena Radisic, Aleksander Baucal
págs. 445-466
Dialogical PISA: correct answers are all alike, every incorrect answer is incorrect in its own way
Aleksander Baucal, Dragica Pavlović-Babić, Smiljana Jošić
págs. 467-487
Errare humanum est! A socio-psychological approach to a “Climbing Mount Fuji” PISA question
Patrizia Selleri, Felice Carugati
págs. 489-504
Italian students’ results in the PISA mathematics test: Does reading competence matter?
Anna María Ajello, Elisa Caponera, Laura Palmerio
págs. 505-520
All good readers are the same, but every low-skilled reader is different: An eye-tracking study using PISA data
Ksenija Krstić, Anđela Šoškić, Vanja Ković, Kenneth Holmqvist
págs. 521-541
Observing response processes with eye tracking in international large-scale assessments: Evidence from the OECD PIAAC assessment
Bryan Maddox, Andrew P. Bayliss, Piers Fleming, Paul E. Engelhardt, S. Gareth Edwards, Francesca Borgonovi
págs. 543-558
