Developing a two-prong cognitive diagnostic assessment model (CDAM) for rimary mathematics learning.
With the latest shift to school-based assessment [SBA), school teachers are assigned a bigger role in designing appropriate assessments and making decision about pupils' learning. However, anecdotal evidence from teachers complementing the new curriculum suggested that these teachers need more...
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| Format: | Monograph |
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Universiti Sains Malaysia
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| Online Access: | http://eprints.usm.my/32556/ |
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