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Assessment in Education: Principles, Policy & Practice Volume 27, 2020 - Issue 6
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Diagnostic assessment in third-grade subtraction: the relation between bridging errors, number of errors and mathematical ability

Jorine A. Vermeulena Inholland University of Applied Sciences, Rotterdam, The NetherlandsCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-6274-8888View further author information
ORCID Icon,
Anton Béguinb Cito Institute for Educational Measurement, Arnhem, The NetherlandsView further author information
,
Floor Scheltensb Cito Institute for Educational Measurement, Arnhem, The NetherlandsView further author information
&
Theo J. H. M. Eggenb Cito Institute for Educational Measurement, Arnhem, The Netherlands;c University of Twente, Enschede, The NetherlandsView further author information
Pages 687-706 | Received 06 Nov 2016, Accepted 18 Nov 2020, Published online: 08 Dec 2020

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Therese N. Hopfenbeck. (2020) Rethinking validity in educational assessment. Assessment in Education: Principles, Policy & Practice 27:6, pages 585-587.
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Articles from other publishers (1)

Laura B. Kent. (2023) Students’ computation strategy preferences for multi-digit addition and subtraction problems using a free-choice format. Contemporary Mathematics and Science Education 4:2, pages ep23024.
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