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Please use this identifier to cite or link to this item: https://hdl.handle.net/2440/36445
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dc.contributor.authorCairns, D.-
dc.contributor.authorChekaluk, E.-
dc.contributor.authorHutchinson, T.-
dc.date.issued2002-
dc.identifier.citationInternational Journal of Mathematical Education in Science and Technology, 2002; 33(6):839-842-
dc.identifier.issn0020-739X-
dc.identifier.issn1464-5211-
dc.identifier.urihttp://hdl.handle.net/2440/36445-
dc.description© Taylor & Francis-
dc.description.abstractAre some wrong alternatives disproportionately chosen by examinees of high ability (perhaps because they are less wrong than the other alternatives), and others disproportionately chosen by examinees of lower ability? Some evidence for this is given from the constructed-response context.-
dc.description.statementofresponsibilityD. Cairns, E. Chekaluk and T. P. Hutchinson-
dc.language.isoen-
dc.publisherTaylor & Francis Ltd.-
dc.source.urihttp://dx.doi.org/10.1080/00207390210162494-
dc.subjectMathematical ability-
dc.subjectmathematics-
dc.subjectstudy and teaching-
dc.titleThe wrong responses to a very difficult item: A comparison of high-scoring and low-scoring examinees-
dc.typeJournal article-
dc.identifier.doi10.1080/00207390210162494-
pubs.publication-statusPublished-
dc.identifier.orcidHutchinson, T. [0000-0002-4429-0885]-
Appears in Collections:Aurora harvest
Centre for Automotive Safety Research publications

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