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Abstract
In this article Emery and Enger not only discuss the results of an experimental use of a computer game, Fiscal Policy, but explain the use of the gap-closing score model in evaluating student gains. Readers are urged to pay close attention to the gap-closing score technique as an analytical tool and might consider using it in their own research and evaluation efforts. The authors' use of the TUCE in this study, and their breakdown of the test into simple application, complex application and recognition-understanding components for purposes of this analysis, will also be of interest.